...Chapter 5: What is your Self – Efficacy My self-efficacy score for academic achievement: 25, rank: moderate. Question 1: Why does self-efficacy influence an individual’s behavior? Self-efficacy is the individual’s estimate of his or her ability to perform a specific task in a particular situation. Therefore base on his perception about his own ability, a person is able to decide what he want to do, what he can do and cannot do no matter how the reality is. It reminds me of a story about an eagle lived among chickens then he thinks he is a chicken and never raises his wings to the sky. Self-efficacy influence individual’s behavior due to three reasons. Firstly, it has impact on the activities and goals that individuals choose for them-selves. Secondly, it influences the effort that individuals exert on the job. Lastly, it affects the persistence with which an individual stays with the complex task. For example, at my former company, there was a claim specialist who cannot make a call to the US insurance company, even crying when her supervisor command her. Although the supervisor seated with her to train on every call and her team leader had many talks with her, she could not make a phone-call to US company because she has thought that she did not have ability to do that. She also told everyone that she only wanted to process claims on paper and never picked up the phone to call. Question 2: What action can you take to increase your self-efficacy at either work or school...
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...…………………….My Course: My Self-Efficacy and Locus of Control……….……….. Name: Me Concept Paper No: 1 Course/Yr: BS Psychology 2 Date: 2 – 8 – 15 In the recent years of being a psychology major, I have learned many things including, but not limited to, the foundations and an overview of psychology, the various people that have contributed to this ever growing field of science, and of course, the schools of thought. One of these schools of thought is behaviorism, and among the many in this area are the two men, Albert Bandura, and Julian Rotter, who introduced the concepts of self-efficacy and the locus of control respectively. Self-efficacy refers to the person’s belief in herself, her capacity to do and accomplish things- her esteem, while the locus of control refers to what the person attributes something to, her failures, for example- was it because she herself did not try hard enough, or was it because something or someone else ruined it for her? Dwelling on these two concepts now, I believe they can both be summarized into a quote from a prayer by Reinhold Niebuhr, which goes… “God, grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference.” As a psychology major… a student, and I think it applies to everyone else as well, it all boils down to the simple line that I mentioned. Our choices, our decisions… it all depends upon what we choose to do. The self-efficacy and the locus of control...
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...been studied at the level of the individual, the group, and the organization. Some motivation researchers have employed cognitive models, which emphasize the role of thought processes in determining motivation and behavior, while other researchers have adopted non-cognitive paradigms, which focus on factors such as personality traits, affective states, and environmental determinants. This paper focuses specifically on research about motivation and behavior in the workplace. It discusses motivation theory, which has broad applicability across contexts, as well as the empirical research conducted in workplace contexts. In reviewing this literature, particular emphasis is placed on research about motivation and behavior as they relate to individual performance. A central aim of motivation research is to explicate the complex relationships that exist among motivation, behavior, and performance—such knowledge is critical for managers tasked with getting the most out of their employees, as well as for educators charged with engendering student success. Indeed, an important objective of this paper is to identify insights in the research about workplace motivation that may be transferrable to non-workplace contexts such as postsecondary education....
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...Yanique Scott Evidence Base Health Care Research 20/06/12 A critique of a qualitative study focusing on self- efficacy of staff managing people with learning disabilities who have challenging behaviour. This essay discusses in some details a qualitative study that explores the importance of self- efficacy in staff for managing challenging behaviour (Cudre’-Mauroux, 2010). The purpose of this study is to critically evaluate the article titled ‘’Self- efficacy of staff managing people with learning disabilities who have challenging behaviour’’. A framework devised by Cormack (2000) has been used to help the process of critiquing this article. This particular framework had been chosen as it is comprehensive framework covering most points needed in the critiquing process. It will evaluate the strength and weakness of the article in a systematic way discussing the title, abstract, introduction, sampling method, data collection tool, data analysed, literature and ethical issues, result and conclusion. The evidence retrieved will be analytically discussed in regards to the usefulness to clinical practice. The title of the study is ‘’Self- efficacy of staff managing people with learning disabilities who have challenging behaviour (Cudre’-Maurox,2010). According Grinnel and Unrau (2011) a title succinctly conveys the nature of the study. The title includes central phenomenon and group under investigation which is professional caregivers and person with learning disabilities...
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...DOI: 10.1037//0022-0663.93.1.55 Academic Self-Efficacy and First-Year College Student Performance and Adjustment Martin M. Chemers, Li-tze Hu, and Ben F. Garcia University of California, Santa Cruz A longitudinal study of lst-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. Change can be unsettling. The transition from high school to college can place significant demands on young adults (Tinto, 1982,1993). College life can be demanding and stressful for a new student (Noel, Levitz, & Saluri, 1985) and requires higher levels of independence, initiative, and self-regulation (Bryde & Milburn, 1990). It...
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...TEACHERS DEVELOP SELF-EFFICACY BELIEFS THE CONTEXT AND MEASUREMENT OF TEACHER EFFICACY HOW TEACHER EFFICACY AFFECTS CLASSROOM LEARNING IMPLICATIONS FOR TEACHERS The concept of self-efficacy was pioneered by Albert Bandura (1925–) who characterized self-efficacy as the extent to which individuals believe they can organize and execute actions necessary to bring about a desired outcome. Self-efficacy is fundamentally concerned with the execution of control rather than the outcome action produces. In 1984, Patricia Ashton (1946–) published a groundbreaking study that fundamentally expanded the concept of efficacy to include the extent to which teachers feel confident they are capable of bringing about learning outcomes. Ashton identified two dimensions of teaching efficacy: general, the extent to which a teacher believes her students can learn material; and personal, the extent to which a teacher believes her students can learn under her instruction. Ashton argued that teachers' beliefs Figure 1ILLUSTRATION BY GGS INFORMATION SERVICES. CENGAGE LEARNING, GALE. about their ability to bring about outcomes in their classrooms, and their confidence in teaching in general, play a central role in their abilities to effectively serve their students. Since then, studies of teaching efficacy and its inclusion in studies of teacher effectiveness have grown exponentially. Subsequent understandings of teaching efficacy have refined Ashton's understanding of personal efficacy. In a seminal...
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...| Week 4/Assignment 2 | [Type the document subtitle] | | Shaneil white | | Bess | 1/30/2013 | | Great Western Supply, a division of Great North American Companies, offers a wide variety of promotional and marketing equipment. Operational for more than 35 years, GNAC serves numerous industries, including automotive facilities, bank and credit unions, day care, fire departments, funeral homes, hospitals, insurance and law firms, nonprofit agencies, post offices, and schools (NGA). The companys products include adhesive cubes and notes, apparels, auto accessories, plastic and paper bags, backpacks and totes, calendars, candy and food items, clocks, watches, coloring books, desk items, drink ware, flashlights and novelties, and sports items (NGA). It also offers household items, key tags, magnets, pencils and pens, stickers, static clings, decals, pins, stress relievers, and tools and measuring equipment. Additionally, Great Western provides arts and crafts and office supplies and computer-related products. The company is located in Farmers Ranch, Texas. One of the popular incentives that the company offers the employees is the blue light signal (NGA) . This is when the rotating blue light signals that a sale is on, and for the next hour the employees are able to take advantage of the great deals. Many of the employees of the company earn anywhere from 60,000 to 100,000 a year (NGA). This is remarkable. The employees earn commission from the sale calls...
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...Journal of Consumer Marketing Emerald Article: To buy or not to buy? A social dilemma perspective on green buying Shruti Gupta, Denise T. Ogden Article information: To cite this document: Shruti Gupta, Denise T. Ogden, (2009),"To buy or not to buy? A social dilemma perspective on green buying", Journal of Consumer Marketing, Vol. 26 Iss: 6 pp. 376 - 391 Permanent link to this document: http://dx.doi.org/10.1108/07363760910988201 Downloaded on: 28-05-2012 References: This document contains references to 76 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 4703 times. Access to this document was granted through an Emerald subscription provided by INDEPENDENT UNIVERSITY BANGLADESH For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Additional help for authors is available for Emerald subscribers. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald...
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...THE EFFECT OF SELF-EFFICACY ON MOTIVATION AND ACHIEVEMENT AMONG FIFTH GRADE SCIENCE STUDENTS A Master’s Research Project Presented to The Faculty of the College of Education Ohio University In Partial Fulfillment of the Requirements for the Degree Master of Education by Joel Weaver July, 2008 Spring Quarter Table of Contents Chapter One: Introduction.................................................................................... 3 Statement of problem……………………………………………………………………………………………… 3 Research question………………………………………………………..…………………………………………. 4 Significance of study……………………………………………….………………………………………………. 4 Limitations…………………………………………………………………..…………………………………………. 5 Methodology……………………………………………………………..…………………………………………… 5 Organization of body………………………………………………...……………..…………..……………….. 6 Chapter Two: Literature Review……………………………………….………………………………. 7 Understanding student motivation…………………………………………………………………………. 7 Learned Helplessness: A Case Study of a Middle School Student………………………….…. 9 Learned Helplessness: The Effect of Failure on Test-Taking………………….……………..… 10 Factors Supporting School Engagement and Achievement Among Adolescents….… 10 Extrinsic Motivators and Incentives: Challenges and Controversy…………………………. 11 Dynamics of Motivation and Effort for Classroom Assessments in Middle School Science and Social Studies………………………………………………………… 12 Science Achievement and Self-efficacy among Middle School Age Children As Related to Student Development…………………………………………………………...
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...How does “self-efficacy” relate to learning? Per Zimmerman (2002), Bandura in 1977 introduced the idea of self –efficacy and defined it as perceived difference among individuals in their capability to complete a task. Zimmerman notes that Bandura attributed a significant weight to self-efficacy in enhancing motivation among individuals. Prior to this human motivation had only been linked to “outcome expectation”. Several studies have been done on self-efficacy and its effect on learning, with the general consensus that learning can be significantly affected by higher self-efficacy. This paper will review two articles on the topic. The first article by Zimmerman (2000) is a meta analytical review of the role of self efficacy on academic motivation and learning. The second literature covered by this paper is a research based paper by Martocchio (1994). Martocchio’s study looked at the effect of induced concept of ability, on training participants, as a fixed entity or an acquirable skill on an individual’s efficacy towards that task. Zimmerman cites a study done by Shell, Murphy, and Burning which supports Bandura’s position that self-efficacy is a larger determinant of the motivation than expected outcome. This study measured perceived capability to perform reading and writing activities and found that virtually all of 32% variance was accounted for by perceived self efficacy. The study also found that in writing self-efficacy was the only predictor of achievement. Per Zimmerman...
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...Exam #1 Study Guide and Tips MGMT 301 Section DL1 & 001 The exam will have 25 multiple choice questions (3 pts each) and 2 short answer/essay questions (15pt & 10 pts). When you are responding to short answer/essay exam questions, keep the following in mind: • Use correct grammar, spelling and punctuation • Provide ample justification for all answers • Integrate knowledge gained from course material • Provide evidence for all assertions or claims • Apply course concepts Grading Short Answer/Essay Questions: Grades for written work will be awarded based on the level of understanding you demonstrate as follows: • A/A+ level: The correct explanation and application of concepts. Demonstrates an understanding of multiple factors that affect organizational behavior and integrates different levels of analysis in responses. Answer flows logically and is easily understood and concise • B/B+ Level: The correct explanation of the concepts along with a demonstrated ability to diagnose an applied situation using relevant course concepts. Answer flows logically and is easy to follow. • C/B- Level: Correct explanation and application of the concepts. • C-/D/F Level: Responses are partly or wholly missing or contain obvious mistakes You know you can improve your exam answer if: • You would have answered the questions in the same way before taking the course (i.e., no application of course concepts) • You do not provide a clear justification...
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...The self and the concept of the self is a topic that interests many individuals, including psychologists, sociologists, philosophers, and several others whom are trying to describe the particular idea of self and what it means to each person. Each individual person has his or her own ideas and thoughts about themselves and how exactly the self makes up his or her entire being. An individual’s self is made up of his or her cognitive processes and how he or she perceives themselves compared to how others perceive them (McLeod, 2008). Throughout this paper, the author will discuss the concept of self and how it relates to real life situations and affects an individual’s self efficacy and self esteem. The concept of social self is always different from the one that communicates with other individuals and the one that a person has when he or she is alone. What this means is that the social self always depends on who the individual is intermingling with and the environment around the individuals. Every individual is different in each environment that he or she is in. For example, and individual may be very business oriented and professional while working, but when the individual is out with friends or family the individual may be fun and spontaneous. There is also the issue of the individuals self esteem and self efficacy when thinking about the way the individual will act in certain situations. According to McLeod, it has been suggested that the development of a concept of self has...
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...LOCUS OF CONTROL AND RELATED THEORIES The Roman Poet Virgil once said: “They are able who think they are able”. This paper endeavours to analyse, from a psychological perspective, the kind of personalities in humans that ask the question of whether or not individuals are in control of their own destiny. What is locus of control? What are its categories and what information is available to determine which category is more practical? How can psychology improve the category that is most practical? How are other theories related to locus of control? Locus of control is defined as the individual’s beliefs about whether the outcomes of their actions depend on what they do (internal control) or on events outside their personal control (external control). This definition was coined in 1966 by the pioneer of this field: Julian Rotter. To develop his ideas, Rotter conceived two kinds of individuals. On one end of the spectrum lie the externals, these are individuals who perceive the events surrounding them as created by external forces such as fate, luck or even a divine entity such as a god. On the other end lie the internals, they are so called internals as they perceive the outcomes of their life as created by themselves. They feel in control of the situations that surround them. A research conducted by P.E Spector (2002) revealed that internals enjoy higher motivation, greater well-being and better salaries than externals. Internals trust their hard work will result...
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...Academic Performance and Self-efficacy of Science High School Students 1 Academic performance and Self-efficacy of Filipino Science High School Students on Mathematics and English subjects Angelo R. Dullas Central Luzon State University Electronic copy available at: http://ssrn.com/abstract=2152791 Academic Performance and Self-efficacy of Science High School Students Abstract 2 Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found...
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...Chapter 5: What is your Self – Efficacy My self-efficacy score for academic achievement: 25, rank: moderate. Question 1: Why does self-efficacy influence an individual’s behavior? Self-efficacy is the individual’s estimate of his or her ability to perform a specific task in a particular situation. Therefore base on his perception about his own ability, a person is able to decide what he want to do, what he can do and cannot do no matter how the reality is. It reminds me of a story about an eagle lived among chickens then he thinks he is a chicken and never raises his wings to the sky. Self-efficacy influence individual’s behavior due to three reasons. Firstly, it has impact on the activities and goals that individuals choose for them-selves. Secondly, it influences the effort that individuals exert on the job. Lastly, it affects the persistence with which an individual stays with the complex task. For example, at my former company, there was a claim specialist who cannot make a call to the US insurance company, even crying when her supervisor command her. Although the supervisor seated with her to train on every call and her team leader had many talks with her, she could not make a phone-call to US company because she has thought that she did not have ability to do that. She also told everyone that she only wanted to process claims on paper and never picked up the phone to call. Question 2: What action can you take to increase your self-efficacy at either work or school...
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