Motivational Strategy Guidelines Based On Self-Efficacy

The aim of this paper is in three aspects: an overview of the perspective of social cognitive theory on the contribution of self-efficacy to learning and motivation; and then the motivation to reflect the concept of self-efficacy supported by the study Provide guidelines for strategy Provide several possible ways to implement these guidelines in math lesson. Introduction In us, everyone wants to achieve. We need to demonstrate ourselves and the ability in other fields to others; we do hard work, gain knowledge unknown to others, run faster, jump higher and overwhelm Can be done

Likewise, although self-efficacy and motivation are closely intertwined, they are also two separate structures. Self-efficacy is based on individual beliefs in the ability to achieve themselves, but the motivation is based on the desire of individuals to achieve. Obviously, people with high self-efficacy may have high motivation, and vice versa, but this is not congenital conclusion. Still, when getting and maintaining self-efficacy through a successful experience - no matter how small - they usually get the motivation to continue learning and progress (Mayer, 2010). This relationship can also work in other directions to create a cycle of success; when people actively learn and succeed, they achieve their goals and contribute to them overall self-efficacy It is more likely to provide experience.

Motivations based on goals and personal criteria are affected by three kinds of self. It includes self-satisfaction, self-satisfaction with self-performance, self-efficacy in goal achievement, and a change in individual goals based on their progress. Self-efficacy promotes motivation in a variety of ways: they set what they set for themselves, how much effort they spend, the time to continue to encounter difficulty, and the ability to adapt to failure I will decide. In the face of obstacles and failures, those who have doubts about their abilities will relax or give up quickly. Those who have a strong belief in their abilities will make more efforts when they can not grasp the challenge. Strong patience helps improve performance

It is known that the self-efficacy of university students plays an important role in raising motivation for learning (Pajares & Schunk, 2001). Self-efficacy refers to a belief in the ability of people to effectively learn or perform, such as solving certain types of mathematical problems. The operational difference between self-efficacy and other self-related structures is that the self-efficacy project is represented by what students do, not what they do or do in a specific field (Bandura, 2006). The important meaning of self-efficacy focuses on student beliefs about self-adjustment learning ability (SRL) related to goal setting, self-monitoring, strategy use, self-assessment and self-reaction process (Zimmerman) , 2007).