Self-efficacy

Facilitator instructions

  • [10 min] Intro and Set up video

  • [5 min] Show video

  • [10-15 min] Activity

    • Read through activity instruction

    • Pause for individual reflection

    • Break students into groups

    • Give groups 10-15 minutes to engage in the activity before calling them back

  • [15+ min] Individual reflection & Cohort discussion

Video

Self-efficacy is the belief in your ability to succeed in achieving a specific goal or task. The higher your self-efficacy is, the more you believe you are capable of accomplishing the task.

After the video, you’ll have a chance to reflect on connections to your own experiences. As you watch, what resonates with you?

Transcript

You know how there are some things you feel like you can confidently accomplish? And how there are some things that make you wonder “Can I do it?” because you think you aren’t good at it, even if you do have some skill?


The belief in your own ability to succeed in a particular task, subject, or area is called self-efficacy. When you have high self-efficacy in something, you believe you are capable of accomplishing the task and feel motivated to engage. This allows you to spend more time on it practicing, and finally getting better at it. But when you have low self-efficacy in something, you may think "I'm not really good at this… this feels impossible” and you don’t feel motivated to start, practice, or finish the task. Your self-efficacy can also vary in different contexts. For example, you might have high self-efficacy when you are presenting to a group you are comfortable with, and have low self-efficacy when you are presenting to others. And here’s the thing about self-efficacy. It is a perception of your ability, which might be completely inaccurate. You can be incredibly competent but still have low self-efficacy. For example, you might have created many exciting personal projects before, but still feel very hesitant to work on an open source project because you think you still aren’t good enough to contribute.


Having low self-efficacy often occurs when someone starts something new and, compared to others around them, they think that they are taking a longer time to learn and improve. However, our self-efficacy is shaped by our past experiences and often comes from having done the task many times before. And everyone has different experiences, especially in tech. But when we look at the people around us, it isn’t easy to see how vastly different everyone’s experiences are, and we may slip into thinking we are not as good as others at this moment.


But research shows that self-efficacy, this belief in whether you can succeed in a particular area, is one of the most important influences in our ability to persist in learning and problem solving. It is often even more important than your existing skill to execute the task.


So, how can you increase your self-efficacy? You can start by tuning into yourself, noticing small successes, and learning from others. We can pay attention and notice when we have low-self efficacy and change that internal dialogue. We can also give ourselves the opportunities to achieve small successes; by continuing to practice, even when things are difficult. We can learn about how others have struggled and succeeded at similar tasks; and get feedback from those with more experience and skill, who can help us develop new strategies and improve.


Self-efficacy levels affect our behavior everyday: from how willing we are to learn a new tool to how much we feel like we belong in tech. So what are some areas in which you have low self-efficacy?


This week, try and notice low self-efficacy in yourself or even others What could you do to improve it? And when you do notice it, remind yourself that self-efficacy grows with experience and persistence through challenges.

Activity

Individual reflection

After hearing the instructions for this activity, take a moment to reflect on your self-efficacy:

Do you feel confident in your ability to work on the problem?

Remember:

  • Your belief in your ability to succeed at a task is influenced by your current skills, past experiences and availability of resources. How do these factor into your self-efficacy in working on such a project?

  • You can increase self-efficacy by noticing small successes. Can you imagine building upon them?

  • Self-efficacy can be impacted by comparing yourself to other people. Are you making a fair social comparison?

The Paranoid Prof

Here's a chance for you to practice your computational problem solving skills!

Remote: miro board

In-person: printed worksheets + toy bears (8 per group)

Solutions

It is possible to place each student in a different row, column and diagonal from any other student. There are multiple solutions to this problem, which is known as the 8 Queens Problem. Here is an example solution:

CS Connections

If you have time and are comfortable, you may want to talk about how this problem illustrates topics in CS, such as:

  • Artificial intelligence: how could you create a solver for this?

  • Algorithms: how costly is it to solve this via brute force?

  • Complexity theory: it's quite easy to "check" if a placement solves the problem, even though it's difficult to come up with a correct placement. In fact, the generalized n-queens problem is NP-complete, which is a complexity class that you may have seen in a course like CS 312 Algorithms or CS 311 Theory of computation.

    It is an open problem as to whether the classes NP and P are equal -- nobody knows the answer!
    P is the class of problems solvable in polynomial time; if P is equal to NP, then all problems for which we currently only have exponential solutions (such as n-queens) would be solvable in polynomial time!

Debrief

Individual reflection

Now that you've completed the activity, take a moment to reflect on:

  • How was that activity for you?

  • Did you notice any shift in your self-efficacy?


Cohort discussion

As a group, discuss the role self-efficacy can play in learning:

  • How could it impact your engagement with course materials, including labs and homeworks?

  • How could it impact your engagement with course support, including office hours and class time?