EDUC 712 Week 7 - hillkmusc

WEEK 7: SOCIAL COGNITIVE THEORY AND SELF-EFFICACY

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796.

Ahn, H., Usher, E. L., Butz, A., Bong, M. (2016). Cultural differences in understanding modeling and feedback as sources of self-efficacy information.

Putney, L. G., Broughton, S. H. (2011). Developing collective classroom efficacy: The teacher’s role as community organizer. Journal of Teacher Education, 62, 93-105.

Yu, S. L., Corkin, D. M., & Martin, J. P. (2015). STEM motivation and persistence among underrepresented minority students: Two social cognitive perspectives. In J. T. Decuir-Gunby & P. A. Schutz (Eds.), Race and Ethnicity in the Study of Motivation in Education. New York, NY: Routledge.

Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perserverant grit and self-effiacy: Are both essential for children’s academic success. Journal of Educational Psychology, 111(5), 877-902.

W7_Social_cognitive_theory_and_self-efficacy ppt. EDUC 712 Google Drive link to readings Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. Ahn, H., Usher, E. L., Butz, A., Bong, M. (2016). Cultural differences in understanding modeling and feedback as sources of self-efficacy information. Putney, L. G., Broughton, S. H. (2011). Developing collective classroom efficacy: The teacher’s role as community organizer. Journal of Teacher Education, 62, 93-105. Yu, S. L., Corkin, D. M., & Martin, J. P. (2015). STEM motivation and persistence among underrepresented minority students: Two social cognitive perspectives. In J. T. Decuir-Gunby & P. A. Schutz (Eds.), Race and Ethnicity in the Study of Motivation in Education. New York, NY: Routledge. Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perserverant grit and self-effiacy: Are both essential for children’s academic success. Journal of Educational Psychology, 111(5), 877-902.