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

Title
Facilitating Students' Learning and Performance Outcome in Literacy: Capitalizing on Personal Self-Efficacy Theory
Publication Date
2014
Author(s)
Phan, Huy
( author )
OrcID: https://orcid.org/0000-0002-3066-4647
Email: hphan2@une.edu.au
UNE Id une-id:hphan2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Common Ground Publishing
Place of publication
United States of America
UNE publication id
une:15431
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.
Link
Citation
The International Journal of Literacies, 20(1), p. 25-39
ISSN
2327-266X
2327-0136
Start page
25
End page
39

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