Pub Date : 2023-10-05DOI: 10.1080/00405841.2023.2267396
Isaac L. Woods, Scott L. Graves
This issue of Theory Into Practice is devoted to the closure of opportunity gaps for Black youth. Why is it important to close opportunity gaps for Black youth? First, the opportunity gap was previously called the achievement gap. This change in terminology was needed to reflect more accurately that disparities in student outcomes are more accurately described by the inequitable opportunities to achieve rather than deficit-thinking that placed the blame on the Black youth. Therefore, in this special issue, we describe the opportunity gap as the manifestation of the way external factors can contribute to lower rates of success in educational achievement, career prospects, and other life aspirations (McNamara et al. 2020). This gap is sustained and exacerbated by inequitable distribution of resources such as under-resourced schools (Kitchens, 2021), lack of Black professionals in child-serving professions (e.g. Farinde-Wu et al. 2020), lack of quality teachers as more Black students enroll in a school (Jackson, 2009), the intersection of health disparities and education(Fiscella & Kitzman, 2009), and lastly recent publications have related to Black children are lacking access to appropriate social-emotional learning experiences that humanize them and prepare them for a world of anti-Black racism (i.g. Miller et al, 2022; Rogers et al. 2022). Therefore, this gap cannot be attributed solely to academic instruction nor can it be measured solely through academic achievement. Outcomes of this gap include lower graduation rates, a lack of Black students enrolled in gifted and talented programs, and an overrepresentation of Black children in special education. An example of the punishment gap (Morris et al. 2021), the disproportionate number of Black children in restrictive special education placement (U.S. Department of Education, 2021), and the percentage of Black students in the juvenile justice system (Padgaonkar et al. 2021) collectively provide oppressive conditions that lead to the exclusion of Black children from mainstream educational placements and society. These cataclysmic contributors remove Black children from learning and support a hegemonic relationship that is efficacious to all life-sustaining outcomes. In this issue, we provide nine contributions to eradicate the opportunity gaps for Black children.
本期《从理论到实践》致力于消除黑人青年的机会差距。为什么缩小黑人青年的机会差距很重要?首先，机会差距以前被称为成就差距。这种术语上的改变需要更准确地反映出，学生成绩的差异更准确地描述为实现目标的机会不平等，而不是把责任归咎于黑人青年的赤字思维。因此，在本期特刊中，我们将机会差距描述为外部因素可能导致教育成就、职业前景和其他生活抱负成功率降低的表现形式(McNamara et al. 2020)。由于资源分配不公平，如资源不足的学校(Kitchens, 2021)、儿童服务专业中缺乏黑人专业人员(例如farind - wu等人，2020)、随着更多黑人学生入学而缺乏优质教师(Jackson, 2009)、健康差距和教育的交集(fisscella & Kitzman, 2009)、最后，最近的出版物与黑人儿童缺乏适当的社会情感学习经验有关，这些经验使他们人性化，并为反黑人种族主义的世界做好准备(例如Miller等人，2022;Rogers et al. 2022)。因此，这种差距不能仅仅归因于学术指导，也不能仅仅通过学术成就来衡量。这种差距的结果包括毕业率较低，缺乏黑人学生参加天才项目，以及特殊教育中黑人儿童的比例过高。惩罚差距的一个例子(Morris et al. 2021)，限制性特殊教育安置中不成比例的黑人儿童(美国教育部，2021)，以及少年司法系统中黑人学生的比例(Padgaonkar et al. 2021)共同提供了压迫性条件，导致黑人儿童被主流教育安置和社会排斥。这些灾难性的贡献者剥夺了黑人儿童的学习机会，并支持了一种对所有维持生命的结果都有效的霸权关系。在本期中，我们为消除黑人儿童的机会差距提供了九项贡献。
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Pub Date : 2023-09-06DOI: 10.1080/00405841.2023.2256621
Naomi M. Ruffin, Jamilia J. Blake
ABSTRACT The disparate experiences of Black adolescent girls across academic and behavioral domains when compared to their same-gender peers call for further examination and discussion to aid in tailoring support efforts. This narrative review aims to identify processes that contribute to the psychosocial functioning of Black girls, an understudied area of research. By employing an intersectional framework grounded in Black feminist ideology, this article explores the racial identity and socialization of Black girls, their academic and behavioral experiences within school and beyond, how the strong Black woman schema can conceal the needs of Black girls, and the impact of racial stress. Identified themes of support for Black girls include gender-specific programming that focuses on positive racial identity development, messages regarding positive racial views as part of racial socialization, psychoeducation on the impact of racial trauma as well as lessons on power, privilege, and oppression to aid in self-understanding and cultivate critical consciousness.
{"title":"Interventions Supporting Positive Psychosocial Functioning of Black Adolescent Girls: A Narrative Review","authors":"Naomi M. Ruffin, Jamilia J. Blake","doi":"10.1080/00405841.2023.2256621","DOIUrl":"https://doi.org/10.1080/00405841.2023.2256621","url":null,"abstract":"ABSTRACT The disparate experiences of Black adolescent girls across academic and behavioral domains when compared to their same-gender peers call for further examination and discussion to aid in tailoring support efforts. This narrative review aims to identify processes that contribute to the psychosocial functioning of Black girls, an understudied area of research. By employing an intersectional framework grounded in Black feminist ideology, this article explores the racial identity and socialization of Black girls, their academic and behavioral experiences within school and beyond, how the strong Black woman schema can conceal the needs of Black girls, and the impact of racial stress. Identified themes of support for Black girls include gender-specific programming that focuses on positive racial identity development, messages regarding positive racial views as part of racial socialization, psychoeducation on the impact of racial trauma as well as lessons on power, privilege, and oppression to aid in self-understanding and cultivate critical consciousness.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"135 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80038542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226557
S. Legg
ABSTRACT Albert Bandura’s social learning theory focused on the interaction of personal, behavioral, and environmental factors. This article honors Bandura’s legacy with the real-life application of his theories regarding modeling, enactive rehearsal, vicarious learning, and self-efficacy. Included are excerpts from a discussion of a group of teachers from a low-income school sharing their effective classroom strategies. The teachers discussed how learning has been lost due to the interruption of the pandemic. In their conversation, teachers lamented the lack of basic skills, such as using scissors, that students were missing and general social behavior skills, including sitting in a chair, when school resumed as “normal.” This article provides strategies teachers can use to teach or reteach basic skills and behaviors through conversation, modeling, observing, and setting expectations. Also included are practical examples of Bandura’s theory at work in the classroom setting.
{"title":"When enactive learning went missing, vicarious learning became a must","authors":"S. Legg","doi":"10.1080/00405841.2023.2226557","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226557","url":null,"abstract":"ABSTRACT Albert Bandura’s social learning theory focused on the interaction of personal, behavioral, and environmental factors. This article honors Bandura’s legacy with the real-life application of his theories regarding modeling, enactive rehearsal, vicarious learning, and self-efficacy. Included are excerpts from a discussion of a group of teachers from a low-income school sharing their effective classroom strategies. The teachers discussed how learning has been lost due to the interruption of the pandemic. In their conversation, teachers lamented the lack of basic skills, such as using scissors, that students were missing and general social behavior skills, including sitting in a chair, when school resumed as “normal.” This article provides strategies teachers can use to teach or reteach basic skills and behaviors through conversation, modeling, observing, and setting expectations. Also included are practical examples of Bandura’s theory at work in the classroom setting.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"70 1","pages":"245 - 254"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77957925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226560
D. Schunk, M. DiBenedetto
ABSTRACT Albert Bandura's theory and research have had a profound impact on education and other fields. This collection of articles covers major applications of the theory and research to education. Topics covered include observational learning and modeling, self-efficacy, outcome expectations, self-regulation, and moral agency and disengagement. Bandura's legacy in education continues to be felt in the many applications to teaching and learning.
{"title":"Albert Bandura’s legacy in education","authors":"D. Schunk, M. DiBenedetto","doi":"10.1080/00405841.2023.2226560","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226560","url":null,"abstract":"ABSTRACT Albert Bandura's theory and research have had a profound impact on education and other fields. This collection of articles covers major applications of the theory and research to education. Topics covered include observational learning and modeling, self-efficacy, outcome expectations, self-regulation, and moral agency and disengagement. Bandura's legacy in education continues to be felt in the many applications to teaching and learning.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"205 - 206"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86532650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226552
M. Johnson, Emma Burns
ABSTRACT Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer models are likely to support students’ efficacy. Although qualities of effective peer models have been identified, there has been less translational work that discusses the tensions between best practice and the practical considerations by educators in identifying, selecting, and using peer models for classroom demonstrations. The aim of this paper is to review the qualities of peer models research and discuss how effective peer models can be implemented in diverse classrooms. Here we pay particular attention to the perceived similarity of ability and identity between the model and student observers. This paper also outlines gaps in the research and identifies pathways for future research.
{"title":"Characteristics of effective models for classroom demonstrations","authors":"M. Johnson, Emma Burns","doi":"10.1080/00405841.2023.2226552","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226552","url":null,"abstract":"ABSTRACT Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer models are likely to support students’ efficacy. Although qualities of effective peer models have been identified, there has been less translational work that discusses the tensions between best practice and the practical considerations by educators in identifying, selecting, and using peer models for classroom demonstrations. The aim of this paper is to review the qualities of peer models research and discuss how effective peer models can be implemented in diverse classrooms. Here we pay particular attention to the perceived similarity of ability and identity between the model and student observers. This paper also outlines gaps in the research and identifies pathways for future research.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"19 1","pages":"207 - 218"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88296161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/00405841.2023.2226549
K. Bussey
ABSTRACT This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents’ problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed by Bandura. In this model, bullying behavior is determined by the reciprocal interaction between person (outcome expectations, moral disengagement, self-efficacy) and environment/social factors (modeling, enactive experience, and direct tuition) transmitted by the major sources of influence: peers, parents, teachers, and the media. Application of this theory in anti-bullying programs underscores the conceptual importance of considering person and environment/social factors that are amenable to change. Future directions for intervention programs are elaborated.
{"title":"The contribution of social cognitive theory to school bullying research and practice","authors":"K. Bussey","doi":"10.1080/00405841.2023.2226549","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226549","url":null,"abstract":"ABSTRACT This tribute to Albert Bandura shows how his lifetime of work on Social Cognitive Theory (SCT) has contributed to a greater understanding of school bullying. Managing children and adolescents’ problematic behavior is a major challenge for schools with reducing bullying a priority. Here, the principles of SCT relevant to school bullying are outlined within the triadic reciprocal model proposed by Bandura. In this model, bullying behavior is determined by the reciprocal interaction between person (outcome expectations, moral disengagement, self-efficacy) and environment/social factors (modeling, enactive experience, and direct tuition) transmitted by the major sources of influence: peers, parents, teachers, and the media. Application of this theory in anti-bullying programs underscores the conceptual importance of considering person and environment/social factors that are amenable to change. Future directions for intervention programs are elaborated.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"38 1","pages":"293 - 305"},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85583997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226553
Andrea L. de Carvalho, T. Durksen, K. Beswick
ABSTRACT Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students’ socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers’ collective efficacy. Bandura posited 4 sources of information that contribute to the formation of efficacy beliefs, but limited research explicitly links the sources to processes and structures of professional learning. In this article, we offer insights into how collective teacher efficacy may have been shaped in the context of an Australian primary mathematics professional learning program. Through detailed descriptions of the program’s structures and processes aligned with Bandura’s 4 sources, we consider their potential to inform collective teacher efficacy. We conclude with recommendations for practice and further research.
{"title":"Developing collective teacher efficacy in mathematics through professional learning","authors":"Andrea L. de Carvalho, T. Durksen, K. Beswick","doi":"10.1080/00405841.2023.2226553","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226553","url":null,"abstract":"ABSTRACT Since the turn of the 21st century, collective teacher efficacy has been positively associated with improved student outcomes, even after controlling for students’ socioeconomic circumstances or prior achievement. Despite a large body of literature examining professional learning for teachers, little attention has been paid to intentionally fostering teachers’ collective efficacy. Bandura posited 4 sources of information that contribute to the formation of efficacy beliefs, but limited research explicitly links the sources to processes and structures of professional learning. In this article, we offer insights into how collective teacher efficacy may have been shaped in the context of an Australian primary mathematics professional learning program. Through detailed descriptions of the program’s structures and processes aligned with Bandura’s 4 sources, we consider their potential to inform collective teacher efficacy. We conclude with recommendations for practice and further research.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"46 1","pages":"279 - 292"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87504691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226550
H. Bembenutty
ABSTRACT Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners’ development and academic success. Their integration could explain why some students engage in prosocial behavior, sustain motivation, self-regulate, and avoid transgressing behavior, while others are unwilling to delay gratification, sustain low motivation, disregard self-regulation, and engage in moral disengagement. Understanding research on moral agency, moral disengagement, and the development of self-regulation can discourage transgressive behavior and moral disengagement while fostering prosocial behavior and moral agency among students. This article applies Bandura’s theory on moral agency and moral disengagement to the educational practice of self-regulated learning to enhance teaching practice and academic learning while inhibiting moral disengagement.
{"title":"Influential role of self-regulated learning in preventing moral disengagement","authors":"H. Bembenutty","doi":"10.1080/00405841.2023.2226550","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226550","url":null,"abstract":"ABSTRACT Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners’ development and academic success. Their integration could explain why some students engage in prosocial behavior, sustain motivation, self-regulate, and avoid transgressing behavior, while others are unwilling to delay gratification, sustain low motivation, disregard self-regulation, and engage in moral disengagement. Understanding research on moral agency, moral disengagement, and the development of self-regulation can discourage transgressive behavior and moral disengagement while fostering prosocial behavior and moral agency among students. This article applies Bandura’s theory on moral agency and moral disengagement to the educational practice of self-regulated learning to enhance teaching practice and academic learning while inhibiting moral disengagement.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"48 1","pages":"318 - 329"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74552119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226554
Hyewon Lee, Paul R. Hernandez, Joseph C. Tise, W. Du
ABSTRACT Bandura’s research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritized students’ motivation in STEM. In this article, we (a) review Bandura’s theory of observational learning and its links to role modeling, (b) discuss the characteristics and mechanism of role models, and (c) make 3 recommendations for promoting the effectiveness of role models as an important way to diversify STEM.
{"title":"How role models can diversify college students in STEM: A social-cognitive perspective","authors":"Hyewon Lee, Paul R. Hernandez, Joseph C. Tise, W. Du","doi":"10.1080/00405841.2023.2226554","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226554","url":null,"abstract":"ABSTRACT Bandura’s research on observational learning laid the foundation of role model research. Contemporary research shows role models support women and racial/ethnic minority students in STEM by buffering them from the deleterious effects of stereotype threats and boosting their self-efficacy. However, certain characteristics can make role models more or less influential. Thus, it is important to understand when and how role models influence minoritized students’ motivation in STEM. In this article, we (a) review Bandura’s theory of observational learning and its links to role modeling, (b) discuss the characteristics and mechanism of role models, and (c) make 3 recommendations for promoting the effectiveness of role models as an important way to diversify STEM.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"13 1","pages":"232 - 244"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75104786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/00405841.2023.2226559
E. Usher, Amanda R. Butz, Xiao-Yin Chen, C. Ford, Jaeyun Han, N. A. Mamaril, David B. Morris, Pilvi Peura, Raven R. Piercey
ABSTRACT Over the past 2 decades, scholars in various educational contexts have examined Bandura’s theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates self-efficacy and these sources within a broader social cognitive theoretical frame. Subsequent sections highlight specific ways that educators can apply insights from Bandura’s theorizing and from the empirical literature that has examined self-efficacy development at different stages of learning and in diverse contexts. We address how educators can create instructional tasks that show progress, establish supportive social structures, and work with students’ emotions in ways that foster self-efficacy. Special attention is given to the sociocultural factors that affect how learners evaluate efficacy-relevant information. Several directions for further applying Bandura’s theory are offered.
{"title":"Supporting self-efficacy development from primary school to the professions: A guide for educators","authors":"E. Usher, Amanda R. Butz, Xiao-Yin Chen, C. Ford, Jaeyun Han, N. A. Mamaril, David B. Morris, Pilvi Peura, Raven R. Piercey","doi":"10.1080/00405841.2023.2226559","DOIUrl":"https://doi.org/10.1080/00405841.2023.2226559","url":null,"abstract":"ABSTRACT Over the past 2 decades, scholars in various educational contexts have examined Bandura’s theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates self-efficacy and these sources within a broader social cognitive theoretical frame. Subsequent sections highlight specific ways that educators can apply insights from Bandura’s theorizing and from the empirical literature that has examined self-efficacy development at different stages of learning and in diverse contexts. We address how educators can create instructional tasks that show progress, establish supportive social structures, and work with students’ emotions in ways that foster self-efficacy. Special attention is given to the sociocultural factors that affect how learners evaluate efficacy-relevant information. Several directions for further applying Bandura’s theory are offered.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"41 1","pages":"266 - 278"},"PeriodicalIF":3.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77552772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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