EDUC 712 WEEK 7: SOCIAL COGNITIVE THEORY AND SELF-EFFICACY
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.