ERIC Number: EJ757868
Record Type: Journal
Publication Date: 2006-Mar
Pages: 10
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Improving Self-Efficacy and Motivation: What to Do, What to Say
Margolis, Howard; McCabe, Patrick P.
Intervention in School and Clinic, v41 n4 p218-227 Mar 2006
It is not surprising that many struggling learners have low self-efficacy for academics. They believe that they lack the ability to succeed. Consequently, they tend to avoid academics and give up quickly when difficulties arise. This article suggests practical solutions based on self-efficacy theory to improve the motivation of struggling learners. Specifically, the authors present three sources of self-efficacy--enactive mastery, vicarious experiences, and verbal persuasion--as ways for teachers to figure out what to do and what to say to strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks.
Descriptors: Student Motivation, Academic Ability, Self Efficacy, Learning Motivation, Learning Theories, Mastery Learning, Experiential Learning, Verbal Communication, Learning Problems, Student Participation
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A