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Making the Connection: Engaging and Impacting Student Outcomes by Building Self-Efficacy

Making the Connection: Engaging and Impacting Student Outcomes by Building Self-Efficacy

Paula Louise McMahon (Montana State University, Billings, USA)
Copyright: © 2024 |Pages: 24
DOI: 10.4018/978-1-6684-8908-6.ch015
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Abstract

Self-efficacy refers to a person's belief in their ability to execute behaviors necessary to produce specific performance outcomes. Bandura explained that there are four main sources of efficacy: performance accomplishments, vicarious experiences, social persuasion, and physiological reactions. Adapting a class structure and creating scaffolding that supports students does not mean that the content is less rigorous; it means how they meet these challenges is supported and developed with faculty guidance and input. Creating online learning environments that nurture students, motivate them, and engage them requires intentional practice and planning, using techniques to build student self-efficacy can assist in this process. This chapter will address how to identify tools and strategies to develop these skills.
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What Is Self-Efficacy?

Self-efficacy is important in instruction and student achievement. It refers to the person's belief in their ability to execute behaviors necessary to produce specific performance outcomes (Bandura, 1997). In the online environment, this is demonstrated when “the capability for learning vicariously allows individuals to acquire beliefs, cognitions, affects, skills, strategies, and behaviors from observations of others in their social environments and vicariously via media outlets” (Schunk & Mullen, 2012, p.221). Bandura explained that there are four primary sources of efficacy: performance accomplishments, vicarious experiences, social persuasion, and physiological reactions (1997). Self-efficacy is pivotal in instructional settings and significantly impacts student achievement, particularly in online environments.

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