Self-Efficacy Paper Examples

For this portfolio, I chose two main courses that I believed that I had the most difficult time in. In choosing my courses I made sure that they would be completely different but, somewhat complement each other, so, in the end, I chose English and Math. The main strategies that I believed would be most effective in my math course was the 20-minute test prep strategy. The 20-minute test prep strategy is a strategic way of preparing for tests and reviewing information in a less stressful way. I chose this strategy because even though I am a student my schedule is constantly filled and I never have time to do what I need to do without overworking myself. But, when I do have free time I absolutely cherish it, in that time I become

My results for Success Navigator assessment seemed to be somewhat accurate to my life skills currently. The Self-Management section is about reactions to academic and other stressors. I scored low in the Self-Management part. According to the Self-Management assessment, I have difficulty managing stress in a positive, productive manner. In addition the assessment concluded that I doubt my skills and abilities. I disagree with the statement that I doubt my skills and abilities. A way that I could improve would be to make a list of what I want to accomplish and when. Another way would be to relax whenever I feel stressed by going for a walk or taking a break/ breather from whatever is stressing me out.

Learning, advancing and achieving are my three educational goals at Colorado Christian University. It has been a tough learning experience, but with the help of teachers and classmates, makes for an excellent learning experience. Learning, advancing and achieving is the only way I know to succeed.

Within the MyManagmentLab for the Managing People in Organizations, class there is a section called Personal Inventory Assessments. These are short questionnaires to evaluate different aspects of a person’s life. I did multiple ones but the three personal inventory assessments I found most useful where the stress management assessment, the self-awareness assessment and the time management assessment. The stress management quiz analyzed how I manage and react during stressful situations with my results being 24. My results said that I have a high resilience to stress and do not get worried very easily, however, I am not very effective at eliminating stress or developing coping strategies when I do ultimately get stressed. I can definitely relate to this because when I am stressed about something, I usually just give up on it and quit or push it off until the last minute, which usually results in more stress.

This was my second semester towards pursuing my Ed. S. in Instructional Technology. I was anxious about the course due to it being a shortened semester and it being in the summer with my small kids at home. While the course did move a little faster pace, I felt the course load was reasonable and I

Psychometric Properties of Mathematics Self-efficacy. The following scales assessing self-efficacy in performing mathematical task and learning mathematics: Mathematics Self-efficacy Scale (MSES) by Betz and Hackett (1983), MSES Revised (MSES-R) by Kranzler and Pajares (1997), and Motivated Strategies for Learning Questionnaire (MSLQ) by Carmichael and Taylor (2005). Langenfeld and Pajares (1993) provide evidence of the validity of the modified Mathematics Sel-efficacy Scale (MSES) and its three subscales: mathematics problems self-efficacy, mathematics task self-efficacy and college courses self-efficacy. The result of their study support the general proposal that the MSES is a multidimensional measure of mathematics self-efficacy with reliable

Goal #1 – Completing this course having learned something I can apply toward my career.

According to Zimmerman Self Efficacy helps the students to motivate and take up new challenges in life by constant learning. Self-Efficacy is different from several motivational concepts such as outcome expectations, self-concept and locus of control. It helps students to participate in their own choice of activities. Student with self-efficacy are more emotionally stable and can face and better handle any difficult situation in their life as compared to the students without self-efficacy. Self-efficacy helps student in accomplishing goals and their desired targets by providing ways of superior performance. Zimmerman further added that student's self-belief about their academic capabilities play a vital role in motivating them to achieve the

Watson and Clark (1994) devised the PANAS-X as a way of measuring both positive and negative affect. The measure contains sixty words or phrases denoting various feelings and emotions (i.e. cheerful, frightened, irritable, &c.) and asks the participant to “Indicate to what extent you have feel this way right now.”. The responses are recorded on a five point Likert scale ranging from one (very slightly, not at all) to five (extremely) and the measure is scored by summing responses across subscales, with higher scores illustrating greater affective

The definition of the metacognitive processes are such that improvements can always be made. “Thinking about thinking” or understanding one’s own cognitive strengths and limitations, including the factors (both internal and external) that may interact to affect cognition (Flavell, 1979; Lai, 2011). It is an adaptive capacity and skill that can be acquired to meet the changing demands and abilities of the individual through continued developing knowledge about the person, the task and the strategies required (Flavell, 1979). Intervention towards improving daily functioning and working within limitations towards a place of self-efficacy provides possibilities.

The career decision-making self-efficacy (CDMSE) assessment, evolved from Albert Bandura’s theory of self-efficacy (Betz & Taylor, 2001). The CDMSE test results, considers one’s confidence level as it pertains to education progress and career development (Betz & Taylor, 2001). Bandura speculated there is a strong relation between one’s ability to become successful and exercise competency, with the amount of confidence and the extent to which one perceives themselves as capable (Behrend & Howardson, 2015). Personally, this theory supports what I have found to be true with education and life experience.

Having an educational goal is my strongest characteristic. The principal goal sets up my dream to come true. It gives me not only motivations but also courage to next step. The target can emphasize my responsibility and active attitude. The faith made me not hesitating to come back school. Even encounter difficulties, I believe that I will overcome.

As I reflected on the results of this assessment, it helped me to think about the overarching problem that hinders me to have a thriving lifestyle, financial struggles. I honestly think that financial

Self-efficacy, for the purpose of this study, may be defined as a person’s optimistic self-belief. This is the belief that a person can develop the skills to perform new or difficult tasks to cope with changes in health and functioning. When a person perceives self-efficacy, it will facilitate goal-setting, effort, investment, persistence, overcoming obstacles and recovery from disappointments and failures. It can be regarded as a positive outlook or proactive way to handle stress factors. It is the ability to successfully cope with health changes, and implies an internal and stable acceptance of changes and ability to successfully adapt to those changes. Perceived self-efficacy is functional in

TThroughout this portfolio, my goal was to transform my belief from limiting to supporting in order to succeed in my studies. The elements that would bring me there and increase my self-efficacy were: increasing my level of positivity and lowering my stress level.