Task-specific self-efficacy

Definition

Task-specific self-efficacy refers to an individual's belief in their ability to successfully perform a specific task or activity. This concept emphasizes that self-efficacy can vary depending on the task at hand, meaning a person may feel confident in one area but not in another. This belief can significantly influence motivation, persistence, and ultimately academic performance, as individuals are more likely to engage in tasks they believe they can accomplish successfully.

5 Must Know Facts For Your Next Test

1. Task-specific self-efficacy can influence the level of effort a student is willing to put into learning and completing assignments.
2. Students with high task-specific self-efficacy are more likely to set challenging goals for themselves and exhibit greater resilience in the face of setbacks.
3. This form of self-efficacy is influenced by prior experiences, vicarious learning from peers, and verbal encouragement from teachers or mentors.
4. Task-specific self-efficacy is particularly important in academic contexts where different subjects may require different skills and levels of confidence.
5. Assessing task-specific self-efficacy can help educators tailor their teaching strategies to support students' confidence and enhance their academic performance.

Review Questions

• How does task-specific self-efficacy affect a student's motivation and approach to challenging assignments?
  • Task-specific self-efficacy directly impacts a student's motivation by shaping their belief in their ability to tackle challenging assignments. When students believe they can succeed in a particular task, they are more likely to engage actively, set higher goals, and persist through difficulties. Conversely, if they doubt their capabilities, they may avoid challenges altogether or give up easily, negatively affecting their academic performance.
• Discuss how prior experiences and social influences shape an individual's task-specific self-efficacy.
  • Prior experiences significantly contribute to the development of task-specific self-efficacy. If an individual has successfully completed similar tasks in the past, they are more likely to feel confident about tackling new challenges. Additionally, social influences, such as observing peers succeed or receiving encouragement from teachers and family members, can bolster an individual's belief in their abilities. These experiences collectively inform how a person perceives their competence across different tasks.
• Evaluate the implications of low task-specific self-efficacy on academic performance and suggest strategies to improve it among students.
  • Low task-specific self-efficacy can lead to decreased academic performance as students may shy away from difficult tasks and limit their engagement in learning opportunities. This underperformance can create a cycle of negative beliefs about their abilities. To improve this self-efficacy, educators can implement strategies like providing positive feedback, setting achievable goals, modeling successful behavior through demonstrations, and creating supportive learning environments where students can observe peers overcoming challenges.

Related terms

Self-efficacy: A broader concept that represents an individual's overall belief in their capabilities to execute behaviors necessary to produce specific achievements.

Motivation: The process that initiates, guides, and maintains goal-oriented behaviors, significantly affected by one's self-efficacy beliefs.

Outcome expectations: Beliefs about the consequences of performing a particular behavior, which can be influenced by task-specific self-efficacy.