High School. Achievement, Knowledge, and Self-Efficacy Beliefs: Can We Have It All?

• In Event: Ethical Dilemmas in Teaching Practice: Considerations for Teacher Education

Abstract

Purpose
The purpose of this discussion is to explore the relationship and importance of high school student achievement, knowledge, and self-efficacy beliefs. However, increasing a student’s belief system can come at the cost of important learning time.
Perspective
Self-efficacy is a belief about one’s capabilities to perform a specific task, and these beliefs determine how a person thinks, acts, and feels (Bandura, 1994). Self-efficacy beliefs vary based on the task (Author, 2015; Pajares, 1996). For instance, a high school student may have high self-efficacy beliefs with regard to learning and understanding mathematics, but at the same time, may have low self-efficacy beliefs for learning science. When one considers teaching high school students within a content area, self-efficacy is especially important. Not only will having high self-efficacy likely lead to the student’s beliefs about their abilities, but it can also impact the amount of time they spend focusing on the topic. While self-efficacy beliefs are created from four sources, with mastery experiences being the most powerful.
Dilemma
How can teachers find time in the already crowded curriculum to create high domain self-efficacy beliefs within their students. What is the cost of this time? How can this be interwoven into the curriculum? How will teachers deal with criticism they get from parents or administration? What could happen if this time comes at the cost of test scores?
Possible POVs
There are many stakeholders who will have varying POV’s in this dilemma, including parents, students, teachers, school board members, etc..
Scholarly Significance
In the recent past, legislative actions and not empirical research, have driven US classrooms. This legislation includes the Common Core State Standards (CCSS) initiative in 2010. While based off of the premise that assessments are a valuable way to garner information about student learning (Linn & Miller, 2005), these legislative acts created an environment wherein high stakes testing and accountability guide much of what happens in the classroom. Motivation and Self-efficacy beliefs of students have gone to the wayside. Today, teachers need to work to increase self-efficacy beliefs of students, which will impact the students’ future desire to learn and feel like they are able to be successful.

Authors

• Heather Rogers Haverback, Towson University

• Helenrose Fives, Montclair State University