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Skill-Building Efficacy Retraining

Many educational programs stress self-esteem, but children need more than high self-esteem to do well in the classroom. Children may believe that they are total failures without disliking themselves. Self-esteem is a judgment of self-worth, that is, whether you like or dislike yourself. Self-efficacy, however, is a judgment of personal capability, that is, whether or not one feels able to accomplish a particular task or perform a certain action.

There is no relationship between self-efficacy and self-esteem (Bandura, 1977). Efficacy, not self-esteem, accounts for academic success (Multon, Brown, & Lent, 1991). Efficacy fosters engagement (Schunk, 1991). Efficacy influences the effectiveness and consistency with which children apply what they know, and high self-efficacy affects the quality of children’s thinking by increasing their persistence (Bandura, 1997). Efficacy is a key factor in preventing addictive and risky behaviors (Petraitis, Flay, & Miller, 1995). Perceived self-efficacy is a controlling variable with behavioral intentions and behavior change (Schwarzer & Fuchs, 1995). Efficacy also affects moral and social development; therefore, efficacy should concern the classroom teacher, school counselor, psychologist, and, indeed, all practitioners who work with children. Self-efficacy is the first essential component of any successful preventative group intervention program. A group intervention must strengthen self-efficacy to address the problem of academic failure successfully.

Keywords

Efficacy Belief Learning Center Vicarious Experience Academic Failure Sight Word 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media, LLC 2008

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