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Essay / Research Paper Abstract
This 5 page paper considers the issue of self-efficiency and the application in the classroom setting. This paper creates a correlation between the need for change and school reform and emerging efforts to improve function, productivity and personal gains in the classroom through a focus on fostering self-efficiency. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: MH11_MHSelfEf.rtf
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Unformatted sample text from the term paper:
fact, in a period when educational decline has resulted in a call for greater reform efforts, educators have focused on the fostering of self-esteem ad self-efficiency as a means of
creating positive change. Self-efficiency can be described as a product of developing trust between mental processes and central abilities (Self Esteem, 2001). "It does not mean that you
believe you will never make an error, but rather that when you do make mistakes you can learn from them. It is deeper than confidence in a specific knowledge or
skill" (Self Esteem, 2001). Individuals who are lacking in self-efficiency or self-efficacy generally expect that they will fail at those things they try and generally demonstrate an inability or
an insecurity in making positive decisions (Self Esteem, 2001). Self-efficiency, then, requires a nurturing of rational and predictable elements in life and extends from positive home environments, positive and
supportive educational environments and the development of love, respect and security (Self Esteem, 2001). Fostering self-efficiency, then, is based on a process of nurturing and support and educators have
recognized the challenge in attempting to foster self-efficiency or self-efficacy in the educational setting. Though it has been argued that students, regardless of socioeconomic factors, can have the same potential
at the onset of their educational process, a number of researchers and educators have struggled to understand the correlation between home environment and the development of self-esteem and self-efficiency.
Brooks-Gunn and Klebanov (1995) examined the differences in learner outcomes for both black and white five years olds and considered the implications of their family status, their health conditions,
maternal activity, and the impacts of neighborhood as well as family poverty on the test outcomes. It was recognized that a number of factors directly related to socioeconomic
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