Abstract
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.
Advisor
Kristen Cvancara
Committee Member
Kristi Treinen
Committee Member
Kristie Campana
Date of Degree
2017
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
College
Arts and Humanities
Recommended Citation
Wildauer, J. M. (2017). Reflected Academic Self-efficacy: How Teacher Behavior Influences Self-efficacy in the Classroom [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/684/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Rights Statement
