Title: Describe the relationship between student self-efficacy and academic achievement.
Course: Virginia Teachers for Tomorrow I (19151-I) > Section: Building a Foundation for Teaching

Description should include

- defining self-efficacy and its sources (e.g., mastery experiences, social modeling, social persuasion, psychological responses)
- describing characteristics of academic achievement
- exploring the theories of various non-cognitive theorists (e.g., Albert Bandura, Angela Duckworth, Carol Dweck).

Process/Skill Questions:

Thinking

- Why is student self-efficacy in terms of academic achievement a critical element of learning?
- What approaches to learning can affect student self-efficacy?

Communication

- What resources can teachers use evaluate student self-efficacy?
- How can an educator use theoretical frameworks to better understand student self-efficacy?

Leadership

- What teaching strategies can be used to assess self-efficacy?
- How can teachers create learning opportunities that enhance student self-efficacy?

Management

- What are the consequences of a student having low self-efficacy?
- How can a teacher use goal setting to enhance student self-efficacy?