Self-efficacy influences the tasks individuals choose to do, their approach to completing tasks, and how they feel about those tasks. First described by Albert Bandura (1977), self-efficacy refers to an individual’s belief in their ability to succeed in a particular situation or to accomplish a specific task. For example, it is my belief that I can perform the functions of my role as an educator successfully, commit to working out regularly, or give up my daily latte—admittedly, I have less self-efficacy in that regard. For students in the classroom, self-efficacy is a driving factor in their engagement, persistence, and overall success.

Bandura identified four sources of self-efficacy.

1. Mastery experience: Successful first-hand experiences
2. Vicarious experience: Learning from observing others
3. Verbal persuasion: Encouragement and positive feedback
4. Emotional state: Emotional and physiological reactions tied to an activity

Here are some small steps instructors can take in course design and instructional delivery to contribute to student self-efficacy.

Mastery experiences:
Chunk content into manageable units, scaffold learning experiences, and guide students towards success. These require breaking content down to its smallest components, building upon those components so students can experience success in stages, and providing low stakes opportunities for success early and often within the course.

Vicarious experiences:
Provide assignment models that capture what success looks like, showcase student-created exemplars, and feature successful role models in the discipline.

Verbal persuasion:
Encourage students by capturing what they are doing well alongside areas for growth through rubrics. Provide opportunities for students to reflect and track their growth over time. Engage students through peer review that supports descriptive feedback for growth.

Emotional state:
Managing anxiety or stress and fostering positive emotional states can help students better engage. Promote student feelings of agency through choice and connect content to students’ lives. Help students self-regulate by modeling how to persist throughout the course.

What a student believes about their ability to achieve has a profound effect on their abilities. Students who believe they can achieve are more likely to bounce back from failure and continue to grow. Now, I am off to get that latte.