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Journals Home > Journal Of Advanced Academics > Volume 18 |  Issue 2 > Article Abstract
 

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  • Volume 18
  •  Issue 2
  • Publication Date: Winter 2007



Increasing Student Mathematics Self-Efficacy Through Teacher Training

Del Siegle and D. Betsy McCoach

Teachers can modify their instructional strategies with minimal training and effort, and this can result in increases in their students’ self-efficacy. Self-efficacy refers to individuals’ judgments about being able to perform a particular activity. It is an individual’s “I can” or “I can’t” belief. Self-efficacy judgments are based on four sources of information: an individual’s own past performance, vicarious experiences of observing the performances of others, verbal persuasion that one possesses certain capabilities, and physiological states. Individuals use these four sources of information to judge their capability to complete future tasks. Teachers who design instructional presentations and interactions with students that capitalize on the influence of the strongest of these sources—past performances, observations of others as models, and verbal persuasion—produce more confident students.


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