Challenges and failure are two things that motivate students with high self-efficacy, whereas those with low self-efficacy are more prone to avoid them. John 7:28 states “While Jesus was teaching in the Temple, he called out, “Yes, you know me, and you know where I come from. But I’m not here on my own. The one who sent me is true, and you don’t know him.” This scripture relates to students who are more confident in their abilities are more likely to set greater goals and put in more effort to accomplish them just as Jesus did in the temple courts . They persevere longer and employ more cognitive and metacognitive methods (higher-level thinking showing an understanding of learning processes). Slightly overestimating one’s own efficacy on a given activity is the best way for students to spur on extra effort and, ultimately, learning. When I think about the strategies to present to students in the class are as followed;
1. Prior task accomplishments, as well as if success is viewed as a growth or fixed mindset.
2. Observing a role model execute the activity or task ( simply because students need to see their peers in action being role models instead of the teacher)
3. Have students establish their purpose ( When students know why their learning has meaning, it has value.)
4. Make students feel connected to lessons being taught no matter how challenging it is (A sense of belonging allows students to feel safer and opens the prefrontal cortex for learning.)
5. Allow students to demonstrate mastery (Learning something because it is cool and fun and that we see we are getting better at it is an intrinsic motivator for students).
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