Facilitating Students' Learning and Performance Outcome in Literacy: Capitalizing on Personal Self-efficacy Theory

By Huy P. Phan.

Published by The International Journal of Literacies

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Article: Print $US10.00
Article: Electronic $US5.00

It is evident from the recent empirical literature that there is a decline in literacy skills of students. This decrease in literacy, in general, has raised some major concerns for educators, especially given that it is an expectation for students to possess adequate levels of literacy skills for academic progression. Different pedagogical approaches, instructional policies and practices, such as prominent national recognition (e.g., the use of national testing and benchmarking) have been considered and implemented. There is also an emerging interest in the capitalization of psychology theories to assist in the enhancement of literacy skills. Personal self-efficacy, arising from Bandura’s (1997) social cognitive theory, may provide a premise to inform educators and researchers in this matter. In this review, we explore the tenets of self-efficacy and how this non-cognitive psychological construct may provide directions for applied practices and continuing research development in the contexts of elementary school learning.

Keywords: Personal Self-Efficacy, Literacy, Sources of Information, Specificity, Calibration

The International Journal of Literacies, Volume 20, Issue 1, pp.25-39. Article: Print (Spiral Bound). Article: Electronic (PDF File; 447.128KB).

Assoc. Prof. Huy P. Phan

Associate Professor, Teaching and Learning, School of Education, Faculty of the Professions, University of New England, Armidale, NSW, Australia

Huy P. Phan, PhD, is Associate Professor at the University of New England. He teaches educational psychology units in the School of Education. His research interests include social cognition, learning approaches, motivation, and personal epistemology. His publications have included the use of causal modelling procedures to establish relations between theoretical constructs.