Self-Efficacy Critical Evaluation

Critical Evaluation Task 2

Self-efficacy is defined as a person’s beliefs about their own personal capabilities to produce designated levels of performance that exercise influence over events in their lives (Bandura, 1997). There are four influences on a person’s self-efficacy which are; mastery experiences, vicarious experiences, verbal persuasion and physiological states (Pajares, 2017).

I believe I have a high level of self-efficacy toward the completion of my degree. I have this level due to mastery experiences. I have looked at what I have achieved in the past and gauged my ability level to continue with further study. I have also looked at the level of ease with which I achieved my previous study and made decisions based on what I am going to be realistically capable of alongside my other commitments such as work and leisure activities. I have previously completed a three-year degree in English Literature in 2005, a one-year diploma in Applied Science in 2014 and the first year of an Animal Science degree in 2015 as well as three TAFE courses in 2010, 2011 and 2013. Due to this previous study experience I have a high level of self-efficacy toward my motivation level for distance education, my ability to complete work to deadlines and finding the time to read and attend lectures. I have not struggled with the work-load or level of my previous study and therefore have no reason to doubt my capability. I do believe I gain self-efficacy from my physiological state as I know from past experience that completing study and assignments gives me a strong feeling of satisfaction and that learning makes me feel confident, therefore I contemplate study with a positive physiological state.

If I wanted to increase my self-efficacy for the completion of this degree I could manipulate my environment and switch from studying by distance to studying on-campus to put me around people who are also studying and achieving in the same academic field. I may find that my self-efficacy increase through these vicarious experiences of watching others learning and attaining results. I may also find my self-efficacy improving through the verbal persuasion of others who are doing the same thing and able to offer encouragement and support. On campus I would also have face-to-face time with tutors who could also potentially offer me verbal persuasion. I could also cut down my working hours leading me to have more time to study. This would mean I was better prepared for exams and could have more time to put into my assignments, leading to better grades and an increase in my self-efficacy through mastery experience.

The impact this could have on my future behaviour is to ensure that my self-efficacy does not become diminished but increases so that I feel better equipped to complete not only this degree but to go on to study honours. It could lead to a higher chance of long-term success in completing my goal to study not only honours but also a masters degree in Psychology.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Pajares, F. (2017). Current Directions in Self-Efficacy Research. Uky.edu. Retrieved 1 October 2017, from https://www.uky.edu/~eushe2/Pajares/effchapter.html