HIWS5: Foster Student Self-Efficacy

Effective teachers hold high expectations for all students and help develop a sense of self-efficacy in students. They know that the way students view their abilities, achievements and self in the classroom influences their wellbeing as well as their learning. 

Strategy overview 

What is the strategy?

Self-efficacy involves students having positive beliefs about their capabilities. Teachers can foster self-efficacy by encouraging students to persist in trying their best and providing feedback. Teachers can provide opportunities for students to experience success and celebrate achievements and growth of all students. Self-efficacy is fostered by teachers who care about their students and are willing to help. Holding high expectations of progress for all students helps them to build student self-efficacy. 

How effective is the strategy? 

Research demonstrates that self-efficacy is related to how well a student feels they can learn, which in turn are both associated with student wellbeing. This strategy improves student wellbeing on its own and through improving student self-esteem, which is one of the strongest indicators of wellbeing. Self-efficacy is positively related to academic achievement and motivation, engagement in school and learning, and positive attitudes towards teachers. Beliefs and feelings about academic abilities can influence student learning and achievement, student satisfaction with teachers, and social inclusion. Self-efficacy can help strengthen students’ self-confidence and willingness to try new tasks and experiences. 

Considerations

 A strengths-based approach can help teachers foster self-efficacy. Communicating to students that learning is dynamic and complex can positively influence their self-efficacy. Self-efficacy is most effectively built in an environment that is warm and supportive, where the teacher listens to and values student input. Effective teachers hold high expectations for all students and help develop a sense of self-efficacy in students. They know that the way students view their abilities, achievements and self in the classroom influences their wellbeing as well as their learning. 

How do I implement the strategy? 

This strategy is demonstrated when the teacher: 

• Praises and encourages student effort in an authentic way that is connected to an outcome, effort or learning progress. Builds student understanding that abilities and intelligence are not fixed but can be developed. 

• Considers each student’s progress compared to their abilities, instead of compared to peers. 

• Helps students set achievable goals and then supports them to progressively work towards more challenging and advanced aspirations. 

• Supports students when they are unsuccessful or do not achieve their goals. 

• Provides differentiated learning strategies to address the diverse needs of students in their classes. 

• Values different types of knowledge and expertise, such as First Nations cultures. 

This strategy is not demonstrated when the teacher: 

• Provides support to students that does not meet their needs. 

• Provides praise that is vague, describes the teacher’s feelings, is manipulative or focuses on the student as a person. 

• Does not recognise their own bias or is biased in their support of students. 

• Supports students’ self-limiting beliefs in their capabilities. 

• Adopts a deficit model and focuses on student weaknesses. 

This strategy is demonstrated when the student: 

• Says their teacher provides adequate teaching and learning tasks. 

• Takes initiative with their own learning. 

• Is confident or is developing confidence in their academic abilities. 

• Demonstrates they have strategies for achieving goals and proactively managing their own learning. 

• Feels supported during setbacks and understands how to improve