Students' sense of self-efficacy affects their goals, their choice of activities, and their effort and persistence in classroom activities. Consequently, it also affects their learning and achievement. Describe how Karen's self-efficacy about learning French changes over the course of the case study and how it potentially affects her thinking and behavior
What will be an ideal response?
Following are relevant points to be made in response to this question:
• Karen's poor performance in French I led to low expectations for French II, making her initially reluctant to sign up for French II.
• Before the first test in French II, Karen thinks to herself, "No matter how hard I try, I am just no good at French.". Such thinking reveals an attribution to an internal but uncontrollable cause—low ability. It may also lead to relatively little studying, and perhaps to a tendency to give up easily in the face of challenging learning tasks.
• Karen has higher self-efficacy after studying with Claire and Dawnece, especially as she takes the first test. During the test, she says to herself that she "knows this stuff.". Her grade on the test
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