Song of Myself

1. Song of Myself Self-Efficacy and the Suspension Student Courtney Bray Cathe Nutter Texas Tech University

2. Self-Efficacy – definition A person’s belief in his/her ability to perform a particular task or activity. It is NOT self-esteem; it is NOT ego. It is confidence in one’s ability or understanding.

3. Self-Efficacy – where does it come from? • Four sources of information: • Performance accomplishment • Vicarious experiences • Verbal persuasion • Physiological states

4. Performance accomplishments show far stronger results than other sources of self-efficacy. Performance accomplishments key on personal mastery, making it extremely influential in perceived ability. Success breeds success; failure, failure. As important, repeated success limits the impact of any subsequent failure. A student’s success in a particular activity will produce positive consequences that help the student overcome any setback.

5. Vicarious experience, a form of observational learning, can increase a person’s belief in self performance, thereby providing some improvement in performance. Observed behaviors must show consequences to be effective in self-efficacy of the observer.

6. Verbal persuasion produces results, although these results are weaker than those gained from performance accomplishments because persuasion does not provide an experiential awareness. However, “people who are socially persuaded that they possess the capabilities to master difficult situations and are provided with provisional aids for effective action are likely to mobilize greater effort than those who receive only performance aids.”

7. Physiological states linked to emotional arousal relate to anxiety. People tend to link anxiety to low performance. By focusing on thoughts concerning a previous lack of adequate performance, people can increase their anxiety levels far above the actual performance situation. • In other words, people can think a situation worse than it actually was. Anxiety arousal can be virtually eliminated through experienced mastery or successful performance.

8. Self-efficacy – why does it matter? Students with stronger self-efficacy perform better and persist longer in a variety of academic behaviors and activities (DeWitz, Woolsey, and Walsh, 2009). In other words, college students, even those with a history of academic failure, persist longer, are retained longer, if they believe in their ability to succeed, to graduate. Self-efficacy beliefs shape a myriad of choices people make, including academic choices.

9. Self-efficacy – where does it show? Cognitive – what I know Motivational – why I want to do something Affective – what I do Selection – how and why I choose.

10. Self-efficacy -- how do we assess? Erlich and Russ-Eft (2011) identify ways self-efficacy constructs can be applied to academic advising interactions. Advising through observational learning, guided mastery, and cognitive modeling teaches students how to address academic questions through all of Bandura’s four sources and “could help students understand how to handle future decisions, moving them toward greater self-regulation in applying more complex academic-planning strategies” (p.10).

11. Self-efficacy -- how do we assess? By actively incorporating the four sources of self-efficacy into advising programs and activities, advisors could create an academic plan for guiding students to higher self-belief while encouraging students to practice forethought, performance, and self-reflection (Erlich & Russ-Eft, 2011).

12. Self-efficacy scales… • Self-efficacy measures perceived capabilities and should therefore be phrased as “can do” rather than “will do.” • Questions should center around a student’s judgment of capability, not self-esteem or locus of control. • Self-efficacy focuses on ability to execute a given performance, and should be differentiated from performance outcome expectation. • A 100-point scale divided into increments of 10 will allow for measurable changes in measurement but will also help maintain reliability and sensitivity of the scores.

13. Self-efficacy statement, an example “Please rate how certain you are that you can learn to use study skills.” The item measures perceived ability and ignores performance indicators, locus of control language, and directive or judgmental language such as “will” or “should.”

14. Reframe Reframe

16. Self-efficacy Self-efficacy scales should measure what they purport to measure, namely the ability to perform a particular task. But they should also have discriminative and predictive validity. People who score high on perceived self-efficacy should differ in distinct ways from those who score low. That means we should see a difference between those with high self-efficacy and others. This difference becomes the basis of future research and literature.

17. Self-efficacy, a goal for advising Academic advisors who manage efficacy-based retention programs for the previously suspended will have research data, hypotheses, and valuable information for the advising profession with a well-constructed, well researched efficacy scale.

18. References Aiken-Wisniewski, S.A.; Smith, J.S. & Troxel, W.G. (2010). Expanding research in academic advising: methodological strategies to engage advisors in research. NACADA Journal, 30 (1). 4-13. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. Bandura, A. (2006). Guide for constructing self-efficacy scales. Self- efficacy beliefs of adolescents. 5, 307-337. Boswell, S.S. (2012) “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology Education. 15, 353-365. Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.

19. Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42 (2), 197-204. Cogan, M.F. (2011). Predicting success of academically dismissed undergraduate students using quality point status. Journal of College Student Retention. 12 (4), 387-406. Council for the Advancement of Standards in Higher Education, & Miller, T. K. (1997). The book of professional standards for higher education. Council for the Advancement of Standards in Higher Education. Crede, M. & Niehorster, S. (2011). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychological Review, 24,133-165. Demetriou,C. (2011). The attribution theory of learning and advising students on academic probation. NACADA Journal, 31 (2), 16-21. DeWitz, S. J., Woolsey, M. L., & Walsh, W. B. (2009). College student retention: An exploration of the relationship between self-efficacy beliefs and purpose in life among college students. Journal of College Student Development, 50 (1), 19-34.

20. Dill, A.L.,Gilbert,J.A., Hill, J.P., Minchew, S.S., & Sempier, T.A. (2010). A successful retention program for suspended students. Journal of College Student Retention, 12 (3), Drake, J.K. (2011). The role of academic advising in student retention and persistence. About Campus. Wiley Online Library. DOI: 10.1002/abc.20062. Erlich, R. J. & Russ-Eft, D. (2011). Applying social cognitive theory to academic advising to assess student learning outcomes. NACADA Journal, 32 (2), 5-15. Hurt, R.L., & McLaughlin, E.J. (2012). An applied introduction to qualitative research methods in academic advising. NACADA Journal, 32 (1), 63-71. Isaak, M.I., Graves, K.M., & Mayers, B.O. (2006). Academic, motivational, and emotional problems identified y college students in academic jeopardy. Journal of College Student Retention, 8 (2), 171-183. Kamphoff, C.S., Hutson, B.L., Amundsen, S.A., Atwood, J.A. (2007). A motivational/ empowerment model applied to students on academic probation. Journal of College Student Retention, 8 (4), 397- 412. Laskey, M.L. & Hetzel, C.J. (2011). Investigating factors related to retention of at-risk college students. TLAR, 16, No 1. Retrieved at eric.ed.gov/?id=EJ919577.

21. Lotkowski, V.A., Robbins, S.B., Noeth, R.J. (2004) The role of academic and non-academic factors in improving college retention. ACT Policy Report. Retrieved from www.act.org/research/policy/index.html. National Academic Advising Association (2006). NACADA Concept of Academic Advising. Retrieved at http://www.nacada.ksu.edu/Resources/Clearinghouse/View- Articles/Concept-of-Academic-Advising.aspx Schwebel, D. C., Walburn, N.C., Klyce, K., & Jerrolds, K.L. (2012). Efficacy of advising outreach on student retention, academic progress and achievement, and frequency of advising contacts: a longitudinal randomized trial. NACADA Journal, 32 (1), 36-43. Stebleton, M.J. (2011). Understanding immigrantcollege students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal 31 (1), 42-54. Texas Higher Education Coordinating Board (2012). Report on methods for increasing student success and degree completion at public institutions of higher education. Draft. Retrieved from www.thecb.state.tx.us

22. Vander Shee, B.A. (2007). Adding insight to intrusive advising and its effectiveness with students on probation. NACADA Journal, 27,50-59. (doi:http://dx.doi.org/10.12930/0271-9517-27.2.50) Wang, Y. & Pilarzyk, T. (2009). Understanding student swirl: the role of environmental factors and retention efforts in the later academic success of suspended students. Journal of College Student Retention, 11. 211-226.