Self-Efficacy to support educational goals
The challenge for many adult students is the balance of work-family-school issues. With the current economic climate, I see an increased frequency of time management concerns as students are asked to work overtime and be more flexible in work schedules, take on care of older ailing parents, coordinate cost-efficient child care arrangements, provide temporary housing or other financial assistance for young-adult children, and often face developing financial problems from layoffs or terminations. Sometimes these situations in combination create overloads that hamper the student's educational goals and vision. While students continue to realize that with a college degree they can advance and improve their career opportunities (whether it is their first degree, or a second, etc.) they sometimes can lose sight of their education/career goals – resulting in a temporary change of the self-efficacy. Some seem to shift from internal locus of control, to external locus of control as they feel overwhelmed trying to manage the unforeseen mounting responsibilities outside of school. Faculty and staff can help create an environment for the rebuilding of self-efficacy and education goals thru providing ongoing mentoring, modeling and monitoring. By continuing to develop a learning environment for the student that can be a positive experience, the college can become a place where despite work-family-school balance issues, the learning experience is rewarding, uplifting, invigorating, and encouraging…a source of renewal and hope in troubled times.
I see both sides. I agree that we have students who make leaps & bounds to reach graduation, and these are the stduents who will be successful in their future careers. However I am at times discouraged by those students who are the complete opposite. The stduents who play "victims" and want you to consistently make exceptions for them. Whatever happended to working hard for something so that one can feel a sense of reward & accommplishment. Students do not accommplish anything when hand held & enabled. Students w/ Self-efficacy or self confidence tend to put more effort into these activities and consequently become more skilled or achieve increasingly better results. They tend to set goals for themselves and often judge their performance and reward themselves after a particularly good performance. They have their own ideas about what is appropriate and/or acceptable and what is not. These are the premium students & they make me proud.
What I find that is as important is the "self-Efficacy of the teacher. Teachers with a high sense of efficacy about their teaching capabilities may have an easier time motivating their students and enhancing their cognitive development. These teachers may also be able to rebound from setbacks and more willing to experiment with new ideas or techniques. Low efficacious teachers may rely more on a controlling teaching style and may be more critical of students.
I have noticed that some adult students in continuing education feel regret and anger at what they perceive as their missed opportunities and academic paths that lead to dead ends. With such feelings, accompanied by the effects of the Recession, a student could easily slip into a state of learned helplessness. Self-determination and self-efficacy are achieved through frequently seeing success in our efforts. I think it is important that students try to see and feel accomplishment in the many little tasks they are obliged to do each day, as well as reaching life goals. It is essential for instructors to give praise and show gratitude for the large and small successes of a student.
I agree. It is a never ending battle with some faculty to try and bring them around to the fact that their role is not just restricted to the classroom and teaching responsibilities.
Thomas,
It is great that you willing accept and embrace the roles you describe above. The career college sector works best when we, as faculty members, go the extra "ten "for our students. (One mile might not be enough.)
Thanks Dian. Teachers can create a motivating environment by sharing something of value with students. Your own experiences are among the most valuable.
I wholeheartedly agree. Part of my role is to act as "cheerleader" and motivator for students at risk to continue school among the bumps of the road. it is amazing that when push comes to shove, students that have great self-esteem, strength, and self-efficacy will turn every stone over to reach their goals...with some support along the way. Education is a beautiful field to work in.
I have also found, in my role as an academic administrator, that facilitating problem solving with students is an incredibly important part of counseling. Helping students to open up their situation, see all the elements of the problem, and creating a space for them to "make a plan" are all incredibly important for them. I especially appreciate the idea that the student must "own" the plan - it allows her or him not only to succeed in that particular instance, but to grow in self confidence (and efficacy)!
I agree totally. It is very important to stress to students that staying the course is very import. As long as we are doing the right thing. Going to class everyday, being a good parent, son or husband. Going to work and just doing the next right thing - good things will eventually catch up. Staying the course - that's what I say.
Professor Schillinger,
One of the things is to demonstrate good listening skills and genuine empathy thru sharing an understanding of their difficulty. This helps to build rapport which can be the gateway for the student to begin to identify with an instructor as a mentor. I often may have a similar situation I can share from my past as a college student; this further engages our communication. Most importantly, being receptive and a good listener opens doors for us to begin sharing positive steps toward developing a plan of action for the student regarding class work and education, while still maintaining respect for their angst in their current situation. It’s important to let the student "own" that plan, to develop it on their own with some initial instructor support and guidance. When we role model a positive outlook, help students to see a plan of action, monitor that progress with them and role model our belief in them to succeed, it usually results in increased motivation and a return of enthusiasm and self-efficacy.
Dian,
Thank you for this very good forum post. I look forward to interacting with you in the other discussion forums.
What are two or three specific things that you or your peers do to mentor and model students who feel overwhelmed by the unexpected or difficult rocks in the road they face?
