Self-efficacy beliefs

The meta-analysis conducted by Multon et al. (1991) found that, overall, self-efficacy beliefs can account for about 14 % of the variance in students academic performance and about 12 % of the variance in their academic persistence. The percentages varied across types of research design, measures of academic achievement, students ability levels, and t3q>es of schools. For example, experimental studies of self-efficacy treatments were found to explain 34 % of the variance in academic performance. Measures of academic performance included standardized achievement tests, course grades, and basic skill tasks. Academic persistence was measured by the time spent on task, number of tasks attempted, or number of academic terms completed. 

Schunk (1981) randomly assigned 56 American elementary school students to experimental and control groups and discovered that the students self-efficacy was an accurate predictor of their arithmetic performance as assessed by an achievement test. Bandura (1993) reported that when the students were selected at three levels of mathematical ability—low, medium, and high— those students with higher mathematical self-efficacy chose to rework more of the difficult problems given to them and obtained a higher percentage of accurate solutions, irrespective of ability levels. Hence, the students performed poorly in mathematics because they lacked the requisite skills or they possessed the skills, but they lacked the self-efficacy beliefs to use them effectively. 

Hampton and Mason (2003) collected 278 American high school students data on self-efficacy beliefs and academic achievement at two time points. With the aid of structural equation modeling, they found that self-efficacy was positively related to academic achievement obtained at the end of the semester. Lau and Roeser (2002) examined how cognitive abilities and motivational factors were associated with high school students science achievement. The results of their hierarchical regression analyses indicated that the students science self-efficacy positively predicted their science test scores (fi = 0.20, p<0.01), science grades (fi = 0.16, p < 0.05), and choices of science majors and careers (P = 0.16,p< 0.05). 

Students have to approach academic tasks in chemistry with confidence. How can teachers help their students develop confidence According to Bandura (1977, 1982, 1997), students construct their self-efficacy beliefs in a given domain of activity based on information from four major sources performance accomplishments, vicarious experiences, verbal persuasion, and physiological and emotional states. In the paragraphs that follow, I discuss each of these sources. It is important to note that the information from these four sources is not, by itself, diagnostic of a... 

Self-efficacy is an important affective constmct in chemistry education. Chemistry self-efficacy refers to one s beliefs about his or her capability to successfully perform particular chemistry tasks or solve particular chemistry problems. Chemistry smdents need more than ability, knowledge, and skills to succeed they also need to have positive self-efficacy beliefs in order to use their knowledge and skills effectively. Although a smdent did well in his chemistry courses, he may have... 

Arslan, A. (2012). Predictive power of the sources of primary school students self-efficacy beliefs on their self-efficacy beliefs for learning and ptaformance. Educational Sciences Theory and Practice, 12, 1915-1920. 

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307—337). Gretarwich, CT Information Age Publishing. 

Britner, S. L., Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499. 

Hamptrai, N. Z., Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101-112. 

Pajaies, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. 

Zimmerman, B. J., Bandura, A., Martinez-Pons, M. (1992). Self-motivation for academic attainment The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29,663-676. 

Bandura, A., BarbaranelU, C., Caprara, G. V, Pastorelli, C. (2001). Self-Efficacy Beliefs as Shapers of Children s Aspirations and Career Trajeetoiies. CftiWZ)eve/o/>men/, 72(1), 187-206. 

Barling, J. and Beattie, R., Self-efficacy beliefs and sales performance, J. Organ. Behav. Manage., 5,41, 1983. 

The motivational dimension in the SRL model includes aspects such as interest in learning, intrinsic motivation, extrinsic motivation and self-efficacy beliefs [10,11]. 

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