Self-efficacy is commonly defined as the belief in one’s abilities to attain a goal or outcome. This has significance in classroom situations where students with low self-efficacy fall into a self-fulfilling feedback loop of low aspirations leading to low performance, leading to even lower aspirations. In this research outline, we present a context in which a whole-class problem-solving implementation interrupted that loop for a student with low self-efficacy in mathematics. We demonstrate this using Bandura’s four sources of self-efficacy and offer further nuance to the original framework.
CITATION STYLE
Rouleau, A., Ruiz, N., Reyes, C., & Liljedahl, P. (2019). Examining Sources of Self-Efficacy in Whole-Class Problem Solving (pp. 219–239). https://doi.org/10.1007/978-3-030-29215-7_12
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