Self-Efficacy and Intervention

There are  a few things to consider when thinking about the contributions of Self-efficacy and Self-regulation to my intervention plan. The first of these is whether or not my cueing will have an effect on the students belief that the can pay attention and do their work. That is, if students perceive that they are being chastised regardless of how subtle I may attempt to be, will it harm their level of self-efficacy. Another thing to consider as it relates to self efficacy is whether or not the students possess a low self-efficacy to begin with and whether or not that plays a role in why the students were misbehaving to begin with. If it were to be determined that this was the cause then this could be a place to begin in planning an intervention strategy.

As it relates to self-regulation and intervention strategies, the teacher would want to ensure that the students had the ability and motivation to change their behavior. It is possible that the students have an issue affecting their interest in the course and this would make it difficult for them to regulate their personal change of a certain behavior. It would be necessary to relate the class to the students to allow for the students to have a reason to want to change the behavior prior to them being expected to change and regulate their behavior.

This article by Sharon Zumbrunn et. al characterizes these attribute and their contributions well: http://merc.soe.vcu.edu/Reports/Self%20Regulated%20Learning.pdf