Browsing by Subject "pystyvyysuskomukset"

To address students’ behavioral disorders, decreasing school satisfaction and declining academic performance, mere content teaching skills do not suffice - an ideology embracing and conducting all educational activity is needed. The objective of this paper is to recognize factors underlying the development of self-efficacy as well as to understand its impact on school work – students’ motivation to study, their working practices, and their performance. The research was carried out as a literature review. The core data of this paper consists of Bandura’s original works and articles on self-efficacy, supplemented by a number of other related publications. Schunk and Pajares, among others, have reviewed some of the most important research work on the experience of self-efficacy. The experience of self-efficacy is related to several motivational theories and educational concepts. Literature on these theories and concepts was discussed when relevant to the topic of the paper. The basis for strong self-efficacy is laid already in the early interaction. Mastery experiences, feedback from other people, and vicarious experiences have an effect on the construction of self-efficacy. Understanding the originating mechanisms of self-efficacy enables the teacher to support the experience in a student. Supporting self-efficacy is important, as strong self-efficacy is related to motivation in studies, self-regulation skills, setting targets, using strategies, as well as to academic performance. Further research might focus on the link between physiological statuses and emotions and self-efficacy, the implications that teachers’ experiences of self-efficacy have on teaching, and teachers’ means of supporting the development of strong self-efficacy in a student.