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ERIC Number: EJ821197
Record Type: Journal
Publication Date: 2005-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-1361-1267
Increasing Struggling Learners' Self-Efficacy: What Tutors Can Do and Say
Margolis, Howard
Mentoring & Tutoring: Partnership in Learning, v13 n2 p221-238 Aug 2005
Self-efficacy is essential to motivation and learning. Compared to students with weak self-efficacy for academics, students with strong self-efficacy have higher motivation, make greater effort, persist longer, and achieve more. Unfortunately, struggling learners with weak self-efficacy often avoid academic tasks or give up prematurely, reducing the likelihood of academic success. Because tutoring usually occurs in one-to-one or small group situations, adult tutors are in an excellent position to enhance struggling learners' self-efficacy which, in turn, can improve academic outcomes. To achieve this, tutors need to understand the importance of self-efficacy, its sources, and how to strengthen weak or flagging self-efficacy. To assist tutors in strengthening learners' self-efficacy, this article discusses (a) the importance and sources of self-efficacy, (b) instructional principles derived from these sources, and (c) topics for future research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A