Self Efficacy Paper

The cause of avoidance of failure could be due to the low self-efficacy. This can be explained by the attribution theory, which deals with students-perceived causes of success and failure in school tasks. Self-efficacy (Bandura, 1997) refers to the individual’s expectation of success at a particular task. Students’ perception of the causes for their success and failure at their school assignment will then have a direct impact on their motivation to try (Stipek, 2002). This can be seen in my students in which the negative feelings of self-efficacy has caused them see little value in trying as they believe that they are likely to fail. The negative judgment gets internalized and damages their self worth; as a result these students stop trying as a defense mechanism (Levin & Nolan, 2014). They are afraid that they are unable to measure up to their own and/or the expectation of others thus, they will rather not try the task at all. To them, it is better to be known as lazy rather than to be labeled as failures.

2) Referent and Expert

This can be done by building a positive student teacher relationship, which ties in with the professional obligations of teachers to communicate well by listening to students and understanding their point of view and not be critical about it. This is especially important, considering that I have a class profile where there are students from different racial and cultural background by communicating well with students, it will give me insights about my students’ culture and life outside the school. This communication will then allow me to explore ways of teaching different students and understand why some of them are acting out in the classroom. The positive relationship between the student and I facilitates the use of referent authority as it helps to directly appeal to students to change their misbehaviors such as talking out of turn and