STUDENT BELIEFSElise Kechele, Jeannine O’Brian & Graham Smith

Student Beliefs Activity

We need 4 volunteers for an activity about student beliefs! Please come up to the front of the room.

What are the components of student beliefs?

Self-Efficacy Connectedness

Self-Efficacy Self-efficacy refers to how capable

people feel in achieving their goals (Savitz-Romer & Bouffard, 2012).

Four factors of self efficacy beliefs (Niles & Harris-Bowlsbey, 2012). Previous personal accomplishments Vicarious learning Social Persuasion Physiological state

Self-Efficacy Research shows that students with

higher self-efficacy beliefs have higher GPAs (Pajares, Britner, & Valiante, 2000).

More praise of student work promotes self-efficacy and higher levels of self efficacy lead to better grades (Jackson, 2002).

Connectedness

School connectedness is the experience of positive social interactions with teachers and peers, liking school, participation in school activities, and feeling safe at school (Gottfried, 2010).

Decreasing school connectedness is associated with increasing school nurse visits, cigarette use, alcohol use, and absenteeism (Bonny, Britto, Klostermann, Hornung, & Slap, 2000).

How do self-efficacy and connectedness work together?

Research shows that a strong sense of connectedness increases a students’ self-efficacy; i.e. a strong community environment yields a much stronger belief in one’s own abilities (Karcher, 2005).

Self-Determination Theory

People inherently want to grow. Three needs that lead to positive

outcomes (Ryan & Deci, 2000). Competence Relatedness Autonomy

One positive outcome = self-efficacy (Schunk & Pajares, 2002).

What can teachers do to improve self-efficacy and connectedness?

Rapport Be approachable and friendly to students.

Failure Reframe failure as an opportunity to learn and

expand a student’s knowledge. Meaningful Praise

Praise students for their successes, but do not over praise in a condescending way (Willingham, 2009).

What can teachers do to improve self-efficacy and connectedness?

Help students set SMART goals Provide Feedback De-emphasize social comparisons within the classroom Encourage students to notice their own

progress – Are you doing better than you were yesterday? (Schunk & Pajares, 2002)

How can I build rapport with my students?

P- Protecting the student by providing a safe environment

L- Listening to the student E- Express interest A- Acknowledging the student verbally and

nonverbally S- Supporting with praise E- Exchanging information with the students

(Amundson, 2005)

Scenarios Cindy has two busy parents who do not

spend a lot of time with her. They have high expectations, but they provide very little support. Her grades have been falling all semester.

What can you do as her teacher?

Scenarios Benjamin recently turned in his history

paper and he did not receive a very good grade.  The ideas for his paper were well thought out, but his formatting and citations were problematic. 

As a teacher what can you do to help Benjamin improve his paper writing skills and promote his self-efficacy? 

Main Takeaways Self Efficacy Connectedness Self Determination Theory

Competence Autonomy Relatedness

Rapport, Failure, Meaningful Praise Compare student progress only to themselves P.L.E.A.S.E.

References Amundson, N.E., Harris-Bowlsbey, J., & Niles, S.G. (2005). Essential elements of career counseling.

Upper Saddle River, NJ: Merrill/Prentice Hall. Bonny, A.E., Britto, M.T., Klostermann, B. K., Hornung, R.W., & Slap, G.B. (2000). School

disconnectedness: Identifying adolescents at risk. Pediatrics, 106(5), 1017-1021. Gottfried, M.A. (2010). Evaluating the relationship between student attendance and achievement in

urban elementary and middle schools: An instrumental variables approach. American Educational Research Journal, (47)2, 434-465.

Jackson, J. W. (2002).  Enhancing self-efficacy and learning performance. Journal of Experimental Education. 70 (3), 243-254

Karcher, M. J. (2005). The effects of developmental mentoring and high school mentors‘ attendance on their younger mentees' self-esteem, social skills, and connectedness. Psychology In The Schools, 42(1), 65-77.

Niles, S. G., & Harris-Bowlsbey, J. (2012). Career development interventions in the 21st century  (4th ed.). Columbus, OH: Merrill Prentice Hall.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Savitz-Romer, M., & Bouffard, S. (2012). Ready, willing, and able: A developmental approach to college access and success. Cambridge, MA: Harvard Education Press.

Schunk, D. H. & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 16-29). San Diego: Academic Press.

Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.