The self-efficacy theory explains that if we are capable of
performing a task or succeeding in an activity, then we are influenced to be
motivated on that task or activity. In
the scenario, Hannah doesn’t believe that she is competent at the task at hand
so she is not motivated to perform the task.
Hannah doesn’t believe that she has the knowledge or skills to do the
long division math problem and has a low-self efficacy in math and most other
subjects. Since she has done poorly on
problems in the past, she doesn’t think she should try and fail again. Since
the teacher flawlessly completes the problem, Hannah doesn’t see any effort,
and therefore doesn’t see the need to exhibit effort in the problem. In vicarious experiences when students see
teachers modeling effort they’re more likely to do the same. The teacher uses verbal persuasion to
persuade Hannah to try the problems in assuring her she’ll succeed. This method is not as effective as past
experiences or vicarious experiences.
Since Hannah has a low self-efficacy she shows states of emotional
arousal of stress, anxiety, and depression.
Hannah is often gazing at the window, has no friends, and doesn’t
disrupt class; she seems to be in her own bubble and doesn’t have any
motivation to try to succeed.
To help Hannah succeed, instead of continuing to go over the
problem with her, and repeat the same actions again and again. It may be
beneficial for Hannah to be placed in a group with other peers of different
levels so Hannah can observe their effort in solving the problems and learn
from her peers. As a teacher it would
also be beneficial to help Hannah find strategies and organization that would
help her succeed in subjects in school. By giving her small tasks she can slowly build up her confidence in order to understand the concept as a whole and be able to complete other assignments. It’s important to help Hannah build a high self-efficacy in school so
that she is willing to try to achieve at different subjects. By eliminating classroom competition and
proposing an emphasis on the value of learning, a teacher could help Hannah and
the rest of the class develop more intrinsic motivation on learning.
I liked your idea about eliminating classroom competition when it comes to grades, but how do you plan to do so? Human beings are innately competitive, and in the modern-day school system, grades are the focus. With the way that schools are set up, how would you tell a student that grades don't matter and that they should be learning because they have the intrinsic drive to, when most of the time, students are just simply learning for the positive outcome of good grades?
ReplyDeleteI like that you suggested putting Hannah in a group with classmates of different levels. This ties into what we talked about with grouping. Heterogeneous grouping, as research shows, is a great way to help all students.
ReplyDelete