Convincing Students They Can Learn to Read: Crafting Self-Efficacy Prompts

Autor/in	McCabe, Patrick P.
Titel	Convincing Students They Can Learn to Read: Crafting Self-Efficacy Prompts
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79 (2006) 6, S.252-257 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Self Efficacy; Learning Theories; Metacognition; Social Cognition; Student Behavior; Student Attitudes; Competence; Teacher Response; Teacher Effectiveness; Reading Ability; Reading Achievement; Word Recognition; Credibility; Reading Failure; Feedback; Prompting; Social Theories; Verbal Communication; Student Motivation; Positive Reinforcement + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Kognition; Student behaviour; Schülerverhalten; Kompetenz; Lehrerkommentar; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Reading competence; Lesekompetenz; Leseleistung; Worterkennung; Glaubwürdigkeit; Reading disability; Reading weakness; Leseschwäche; Benutzerführung; Gesellschaftstheorie; Schulische Motivation
Abstract	The self-defeating behavior of some students can often make even the most persistent of teachers to feel discouraged. The purpose of this article is to explain and provide a research-based rationale for the use of teacher verbal feedback prompts that convince students of their ability to succeed on a task. He discusses how to understand the student with Bandura's (1986) social-cognitive theory of motivation that provides a framework for understanding behavior and attitude, and suggests practical solutions to help the teacher. In Bandura's theory, belief about one's competence on a prospective task is called self-efficacy--defined as people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. Self-efficacy can be developed by the use of verbal feedback. The author suggests exemplary phrases that teachers can use, consistent with Bandura's framework, that convince students of their ability to learn. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10