There Comes A Time As An Instructor When You Must Face Criti

There Comes A Time As An Instructor When You Must Face Criticism From

There comes a time as an instructor when you must face criticism from a frustrated student. Rather than responding defensively, it is often more helpful to try understanding the student’s underlying issues. How might self-efficacy influence the student’s issues? How might your response affect the student's level of self-efficacy? For this Assignment, review this week’s Learning Resources. Then read the message posted by Jamie, a "student" in your online introductory psychology class (you have not heard from her previously on this issue). Consider how you might respond to Jamie in order to improve her level of self-efficacy. Finally, think about how theories of self-efficacy might support your approach. Jamie: I am so confused by this class. I read and reread the assignments, but I just don’t get it. I really don’t think the instructor likes me, (he or she) just isn’t giving clear instructions, and the book is so hard. Does anyone else feel this way? Assignment (2–3 pages, APA format where appropriate) Submit your response to Jamie’s post. Your document should include the following parts: Jamie’s original post A response to Jamie’s post that may positively impact Jamie’s self-efficacy An explanation of how you think your response might increase Jamie’s self-efficacy; apply self-efficacy theory to support your explanation

Paper For Above instruction

In educational settings, student frustration and perceived lack of support can significantly diminish self-efficacy, which in turn affects motivation, engagement, and overall academic performance. As an instructor, responding constructively to such concerns not only alleviates immediate distress but also fosters a resilient sense of self-efficacy in students. This paper explores a strategic approach to replying to a frustrated student, Jamie, with an emphasis on enhancing her self-efficacy grounded in Bandura’s self-efficacy theory.

Jamie’s post reveals feelings of confusion, frustration, and a diminished belief in her capabilities to succeed in the course. She perceives the instructional clarity and textbook difficulty as barriers and feels disliked by the instructor. These perceptions can negatively impact her self-efficacy, which Bandura defines as one's belief in their ability to accomplish specific tasks. When students believe they lack control or support, their motivation often wanes, leading to poorer academic outcomes (Bandura, 1996). Therefore, my initial response must aim to address her concerns empathetically and provide her with concrete strategies to regain her confidence.

Firstly, I would acknowledge Jamie's feelings and validate her experiences without dismissing her concerns. For example, I might say, “I understand that you’re feeling overwhelmed and unsure about the class. It’s completely normal to feel this way when the material is challenging.” Validating her emotions can decrease feelings of isolation and reinforce her perception that her feelings are understood—an essential component of self-efficacy (Schunk & DiBenedetto, 2020).

Next, I would offer specific, actionable guidance to help her navigate the coursework. For instance, I could recommend forming study groups, seeking clarification from the instructor, or using additional resources such as tutoring centers or online tutorials. By encouraging her to set small, manageable goals—like completing a single assignment or mastering a specific concept—I am promoting mastery experiences, which are the most powerful sources of self-efficacy (Bandura, 1994). Success in these tasks reinforces her belief in her capabilities.

Furthermore, I would emphasize her current effort and persistence, highlighting her proactive steps to seek help. This approach aligns with Bandura’s emphasis on verbal persuasion, where positive reinforcement and encouragement can enhance a student’s confidence (Bandura, 1991). For example, I might say, “Many students find this material difficult at first, but with consistent effort, you can definitely improve. You’ve already taken a positive step by reaching out for support.” Such statements serve as encouragement and bolster her belief that she can overcome current challenges.

Applying self-efficacy theory, my response aims to bolster Jamie's belief in her agency and capacity to succeed. By validating her feelings, providing realistic strategies, and reinforcing her efforts, I seek to enhance her mastery experiences, social modeling, verbal persuasion, and emotional states—all critical sources of self-efficacy (Bandura, 1990). Increasing her self-efficacy can lead to greater persistence, resilience, and engagement, creating a positive cycle that promotes academic success and psychological well-being.

In conclusion, responding empathetically and strategically to a student's frustrations can significantly influence their self-efficacy. By using principles from Bandura’s self-efficacy theory—particularly emphasizing mastery experiences and verbal encouragement—educators can help students rebuild confidence and develop a more positive outlook toward their academic challenges. This approach not only addresses immediate concerns but also fosters long-term resilience and motivation essential for successful learning outcomes.

References

• Bandura, A. (1990). Self-efficacy. In R. J. Sternberg (Ed.), The nature of creativity (pp. 21-26). Cambridge University Press.
• Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudra (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press.
• Bandura, A. (1996). Self-efficacy: The exercise of control. Freeman.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: How self-efficacy influences academic engagement. Educational Psychology Review, 32(1), 151–165.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and self-efficacy in learning. Contemporary Educational Psychology, 61, 101803.
• Maddux, J. E. (Ed.). (2019). Social cognitive influences on motivation and learning. Routledge.
• Usher, E. L., & Pajares, F. (2008). Self-efficacy beliefs in academic contexts. Review of Educational Research, 78(4), 751-796.
• Sanders, E., & Hall, C. (2012). How self-efficacy influences students' academic performance. Journal of College Teaching & Learning, 9(4), 27-36.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.