Self-efficacy refers to an individual’s belief in their ability to complete tasks. The model social cognitive theory provides for studying self-efficacy shows that communicative sources of efficacy expectation yield self-efficacy in individuals by means of cognitive processing. The current study examines these communicative components of self-efficacy in the classroom more closely by marrying social cognitive theory and symbolic interactionism. Analysis of data from a sample of 69 college students found that student perceptions of their teacher’s beliefs about their ability in the classroom (reflected academic self-efficacy) have a direct relationship to their perceptions of their own abilities (academic self-efficacy). More so, the cognitive process of reflected academic self-efficacy mediates the relationship between the nonverbal behaviors of the teacher and the academic self-efficacy of the student. This implies that teacher communication in the classroom is an important factor in facilitating self-efficacy in students because the student’s perceptions of the teacher are quintessential in formulating their own self-efficacy.


Kristen Cvancara

Committee Member

Kristi Treinen

Committee Member

Kristie Campana

Date of Degree




Document Type



Master of Arts (MA)


Arts and Humanities

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License



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