Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15215
Title: Facilitating Students' Learning and Performance Outcome in Literacy: Capitalizing on Personal Self-Efficacy Theory
Contributor(s): Phan, Huy (author)orcid 
Publication Date: 2014
Handle Link: https://hdl.handle.net/1959.11/15215
Abstract: 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.
Publication Type: Journal Article
Source of Publication: The International Journal of Literacies, 20(1), p. 25-39
Publisher: Common Ground Publishing
Place of Publication: Champaign, United States of America
ISSN: 2327-0136
2327-266X
Field of Research (FOR): 170103 Educational Psychology
139999 Education not elsewhere classified
130199 Education systems not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://ijlll.cgpublisher.com/product/pub.254/prod.51
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Appears in Collections:Journal Article
School of Education

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