Assess self-efficacy with ordered, domain-specific task hierarchies and brief exposure to sample tasks¶

Strategy · All strategies
Evidence · 1 claim (1 against) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper describes adapting Bandura's phobia-hierarchy assessment for academic domains: tasks are selected and ordered in difficulty within a domain (e.g., fraction problems ordered by number of terms and whether a lowest common denominator is needed). Students view sample problems briefly, long enough to assess difficulty but too short to perform the operations, and make one judgment per task type.

Design Implications¶

Context¶

Requirements¶

• Tasks must be ordered in difficulty within the domain; sample problems shown briefly so students cannot mentally solve them; one efficacy judgment per task type

Constraints¶

• Pretest self-efficacy typically shows poor prediction since it usually is low and skills are absent or poorly developed

Target Learners¶

• elementary and secondary students in mathematics and literacy

Target Learning Goals¶

• self-efficacy for solving mathematics problems, reading comprehension, and paragraph writing

Affordances¶

• Self Efficacy Theory Schunk 1996

Claims¶

• Item-difficulty orderings diverge across cohorts, with the weakest correlation between academics and students (r = 0.188) and no stable shared developmental hierarchy [-W]

Related Strategies¶

Examples¶

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Key Sources¶

• Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. https://eric.ed.gov/?id=ED394663