Albert Bandura : A Study of the Correlation Between One’s self-efficacy and Performance in math

1. Albert Bandura:A Study of the Correlation Between One’s self-efficacy and Performance in math Andree Ory

2. Background *Born 1925, Alberta Canada *Majored in psychology at University of Iowa *Currently a Professor at Stanford University *President of American Psychological Association 1974

3. *As Undergrad worked with Robert Sears Social Learning Theory *1960’s Studied Cognitive Processes *1970’s Studied Imitation and Modeling Behavior *1980’s Developed Self-Efficacy Theory Background

4. Key Terms *Percieved Self-efficacy- people’s beliefs about their capabilities to produce effects. *Instructional Efficacy-teachers’ beliefs in their own abilities as a teacher to handle the classroom and influence their students’performances. *Cognitive Processes-Thinking processes involved in the acquisition, organization, and use of information.

5. Sources of self-Efficacy

6. Results of Early Studies *1987, Schunk “taught children with severe academic problems how to diagnose cognitive task demands, construct solutions, monitor their adequacy, and make corrective changes when they erred.” *Bandura found that endurance and sustained effort=success and aiming for higher goals.

7. More Results of Early Studies *Dowrick and Schunk (1983), Hanson (1989) test with vicarious experience and video-tapes. *Bandura: “For most activities, however, there are no absolute measures of adequacy. Therefore, people must appraise their capabilities in relation to the attainments of others.”

8. Early Results Continued *Bandura: “People often read their physiological activation in stressful or taxing situations as signs of vulnerability to dysfunction. Ex: Palms Sweating Before a Piano Recital

9. Collins’ Research *Collins first evaluated the self-efficacy levels of the children by asking them if they were good in math. *Next, he gave them problems to work out with the easiest ones going to students with low self-efficacy levels giving the harder problems to those who supposed themselves to be “mathematically efficacious.”

10. Collins’ Research Results *The children who thought of themselves as good produced better results not just on natural ability but by the effort they put forth. * The children with high self-efficacy appraisals (evaluations) were more motivated to do well; thus, they worked harder to find new strategies for the problems they did not understand.

11. Collins’ Conclusion As Basis For Research Study * Thus, as Collins proved, a child’s attitude does directly correlate with his performance academically, as proven in the above example with math.

13. Statement of the Problem *Many students do not achieve their highest potential academically because of a perceived low self-efficacy and that some teachers do not know how to positively impact their students’ confidence in their own abilities.

14. Objective *By finding out which source of self-efficacy is the most effective and how teachers can motivate their students to believe in themselves, the students can benefit academically and humanly as happier, self-empowered individuals.

15. Hypothesis *Students with a higher perceived self-efficacy will score better on the first math problem test than the students with a lower perceived self-efficacy on the vicarious experience test. *Students who were encouraged verbally after the first test will choose a higher level of difficulty on the second test.

16. Hypothesis *Students who were motivated by a model to follow after the first test will improve their scores on the second test. *Enactive mastery experience will have the greatest impact on the students’ perceived self-efficacy.

17. Setting of Research *Setting: St. Joan of Arc Catholic Church, Laplace, LA in Mrs. Daigre’s 4th grade Classroom with 12 4th graders (2 boys and 10 girls).

18. PRocedure *After obtaining written permission from the parents, I gave 12 of the students a survey with the following questions on it to assess their perceived self-efficacy in math asking questions like: *Do you like Math? *Do you enjoy memorizing Multiplication Tables? *What is something that you learned in Math this year? *Do you think you are very good at Math, okay at math, or not very good at Math?

19. Group 1: Enactive Mastery Experience *I asked the child if he/she would like the easy, medium, or hard multiplication problems and have them work on one. *I gave him/her one minute to solve the problems on the worksheet and then scored the worksheet, showing the score to the child and asking them which level test he/she wanted if he had a second chance to work on it.

20. Group 2:Verbal Persuasion *I asked the child to choose which level worksheet he wanted. Depending on what he chose, I encouraged him to pick a worksheet that is the next level up in difficulty, recording his score. *I gave him 1 min. to finish the worksheet and then gave him a choice of a second worksheet to work on, recording his score.

21. Group 3: Vicarious Experience *I showed him an example of a medium level multiplication worksheet that a child from the first group took, scoring a 100. *Then, gave each child a choice of which worksheet to work on next and recorded his score.

22. Scoring Sheet

23. Results *See Bandura Hand-Out

24. Conclusions *1st Hypothesis-True; 2nd-Partially True;3rd-True; 4th-False *See Bandura Hand-Out

25. Conclusions *1st Hypothesis-True *2nd *3rd-True *4th-False *See Bandura Hand-Out

26. Implications for Educators *Educators must understand that self-efficacy does influence academic performance and that in some, not all cases, verbal persuasion helps the students. *As with the results of each of the groups’ study, these three sources of self-efficacy do not always predict a high performance or a higher goal that the students chose.

27. Bibliography *http://www.whje.com/web/wp-content/uploads/2009/10/stressed_out.jpg *http://www.archives.gov/exhibits/powers_of_persuasion/its_a_womans_war_too/images_html/images/we_can_do_it.jpg *http://news.stanford.edu/news/2006/february22/gifs/ppl_bandura.jpg *http://jcmc.indiana.edu/vol3/issue4/staples.html *http://www.dbtechno.com/images/Teen_test_scores.jpg *http://mathquest.unt.edu/images/MathLab2.jpg *http://www.profile-comments.com/images/teacher/images/1-teacher.gif *http://www.profile-comments.com/images/teacher/images/1-teacher.gif *http://shsfatsilingpri.files.wordpress.com/2009/09/77005745.jpg http://www.stockphotopro.com/photo-thumbs-2/AWNKNC.jpg *http://shsfatsilingpri.files.wordpress.com/2009/09/77005745.jpg

28. Bibliography *http://3.bp.blogspot.com/_53cf51oMmEk/SAvpNcO8EjI/AAAAAAAAAqo/BHirzkGK97U/s400/math2 *http://gachs.com/Pictures/st._joan_of_arc.jpg *http://images.google.com/images?hl=en&source=hp&q=survey&aql=&oq=&gs_rfai=&um=1&ie=UTF-8&sa=N&tab=wi *http://www.just-the-facts.us/graphics/math-facts-manipulatives.jpg *http://www.salotteries.com.au/library/Results-winner.jpg *http://www.babble.com/CS/blogs/strollerderby/2008/08/23-End%20of%20Month/teacher.jpg *http://www.salotteries.com.au/library/Results-winner.jpg *http://www.salotteries.com.au/library/Results-winner.jpg *http://www.cartoonstock.com/newscartoons/cartoonists/mbc/lowres/mbcn1206l.jpg *http://www.ct4me.net/images/MathInitiatives.gif *http://www.letsgodigital.org/images/artikelen/21/jvc-video-cameras.jpg

29. Bibliography *http://www.letsgodigital.org/images/artikelen/21/jvc-video-cameras.jpg *http://i.ehow.com/images/a04/ts/j7/cure-sweaty-hands-800X800.jpg *http://www.myriadmusic.net/images/piano_keys_01.jpg *http://dancull.files.wordpress.com/2009/12/survey-pic2.jpg *http://www.enchantedlearning.com/bingo/numbers/onedigit/flashcards/multiplication/2tiny.GIF *Bandura, Albert. “Enactive Mastery Experience.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, 1997. 80-81. *Bandura, Albert. “Physical and Affective States.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, 1997. 106. *Bandura, Albert. “The Nature and Structure of Self-Efficacy.” Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company, 1997. 36-38.

30. Bibliography *Bandura, Albert. “Verbal Persuasion.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, 1997. 86. *Bandura, Albert. “Vicarious Experience.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, 1997. 101. *Bandura, Albert. “Sources of Self-Efficacy.” Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company, 1997. 78-115. *Bandura, Albert. “Teacher’s Perceived Efficacy.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, 1997. 243-258. *Crain, William. Theories of Development: Concepts and Applications. 5th ed. New Jersey: Pearson Prentice Hall, 2005.