Reid is a student in Ms. Long's sixth grade class. Reid loves to read and always has several library books checked out, but he does not like to write. He believes he is incapable of writing. In fifth grade, he missed school during the unit about the parts of a letter, and his attempts to write letters for assignments were weak and unimpressive. He was present when the class studied how to write
the opening, closing, and body of an essay, but he wasn't interested and didn't make much of an effort to complete assignments. His grades on writing assignments have been poor for two years. Explain the probable sources of Reid's low self-efficacy for writing assignments.
What will be an ideal response?
Suggested Response: Albert Bandura identified four sources of self-efficacy expectations: mastery experiences, physiological and emotional arousal, vicarious experiences, and social persuasion.
1 . Reid has not had mastery experiences in writing assignments. He has not successfully completed writing assignments and met the goals of the task. This is clearly a source of low self-efficacy for writing for Reid.
2 . Reid is interested in reading, but not writing. He puts little effort into writing assignments. He lacks emotional arousal and does not light up or get excited about writing. This is another source of low self-efficacy.
3 . We are uncertain about Reid's vicarious experiences with writing success. Vicarious experiences could help Reid increase his self-efficacy for writing. After all, he loves to read, and the books he reads are written by authors. He might be prompted to think about the writing success of one or more authors whose works he reads.
4 . We are also uncertain about feedback Reid has received other than low grades in writing. The low grades on his half-hearted efforts to complete writing tasks are obviously another source of low self-efficacy.
When Reid missed school in fifth grade, he needed help to catch up and guidance to achieve mastery experiences. He still needs those experiences. He also needs to frame writing assignments in ways that interest him. He needs connections to the successes of others and feedback that encourages him to reach writing goals.
Text Reference: Self-Efficacy and Agency
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