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.
Date of Degree
Master of Arts (MA)
Arts and Humanities
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/
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