Consider how self-efficacy is related to the concept of locus of control. Then think of an assignment that you might design for an introductory psychology class that might increase student self-efficacy. Finally, reflect on how the design of your assignment might change based on the two types of locus of control.
Post by Day 4 a description of how self-efficacy is related to the concept of locus of control. Then explain an assignment you might design for an introductory psychology class that might increase student self-efficacy. Finally, explain how the design of your assignment might change based on the two types of locus of control.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
There comes a time as an instructor when you must face criticism from a frustrated student. Rather than responding defensively, it is often more helpful to try understanding the student’s underlying issues. How might self-efficacy influence the student’s issues? How might your response affect the student’s level of self-efficacy?
For this Assignment, review this week’s Learning Resources. Then read the message posted by Jamie, a “student” in your online introductory psychology class (you have not heard from her previously on this issue). Consider how you might respond to Jamie in order to improve her level of self-efficacy. Finally, think about how theories of self-efficacy might support your approach.
Jamie: I am so confused by this class. I read and reread the assignments, but I just don’t get it. I really don’t think the instructor likes me, (he or she) just isn’t giving clear instructions, and the book is so hard. Does anyone else feel this way?
Assignment (2–3 pages, APA format where appropriate)
Submit your response to Jamie’s post. Your document should include the following parts:
Jamie’s original post
A response to Jamie’s post that may positively impact Jamie’s self-efficacy
An explanation of how you think your response might increase Jamie’s self-efficacy; apply self-efficacy theory to support your explanation
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
- Chapter 3, “What Factors Motivate Students to Learn?” (pp. 66–90)
- Hofer, B. (2014). Motivation in the college classroom. In M. Svinicki & W. J. McKeachie, McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 139–149). Belmont, CA: Wadsworth.
- Landis, B. D., Altman, J. D., & Cavin, J. D. (2007). Underpinnings of academic success: Effective study skills use as a function of academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate Research, 12(3), 126–130.FILLER TEXT Retrieved from the Walden Library databases.
Moses, L., Hall, C., Wuensch, K., De Urquidi, K., Kauffmann, P., Swart, W., . . . Dixon, G. (2011). Are math readiness and personality predictive of first-year retention in engineering? Journal of Psychology, 145(3), 229–245.FILLER TEXT Retrieved from the Walden Library databases.
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
Part 2, “Foundations of Cognition and Learning” (pp. 31–32)
Chapter 4, “Learning Theory” (pp. 33–42)
- Chapter 5, “Understanding Cognition and Learning” (pp. 43–58)
Chapter 6, “Motivation Theory” (pp. 59–71)
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research In Higher Education, 46(6), 677–706.FILLER TEXT Retrieved from the Walden Library databases.
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