I’ve been spending some time exploring the concept of self-efficacy, particularly as it relates to the role of student affairs professionals. Self-efficacy can be defined as “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation” (http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm).
It appears increasing self-efficacy may also be a tactic to helping students along other developmental processes such as identity development, self-authorship, and moral development. Basically, if we can help students develop self-efficacy, then we can help them:
1. Do well academically.
2. Develop a sense of confidence to succeed in a diverse college environment (sometimes in spite of hurdles they have overcome).
3. Become sound and ethically grounded leaders
4. Intervene when there is a problem.
The University of Memphis Division of Student Affairs has adopted self-efficacy as one of its learning objectives, which we call the Vision for Students. Self-efficacy can be mapped back to any of the six CAS Learning Domains, particularly cognitive complexity and its dimension of critical thinking. We can also find that self-efficacy is implicit as we seek to develop the Student Learning and Development core competency in the ACPA/NASPA Professional Competency Areas for Student Affairs Practice.
I’m fortunate to have a great supervisor who studied self-efficacy of women in STEM programs. I recently interviewed her to learn more about self-efficacy and the recording of this 14 minute interview can be found here.
What do you do to influence students’ self-efficacy? How can we be more intentional about prioritizing self-efficacy as a desired student affairs goal?