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ABSTRACT
Self-efficacy is defined and refined initially and most notably in the work of behavioral psychologist A. Bandura as the belief or judgment made by an individual that they can succeed or accomplish an identified task. Three decades of research have further developed the concept of generalized self-efficacy as the belief that one could be successful on a non-specific, global task, and specific self-efficacy as the belief that one can complete a task-specific behavior. Furthermore, researchers in this area provide empirical evidence that self-efficacy is an accurate predictor of a student's skill acquisition, rate of performance, expenditure of energy, persistence, goal setting, and self monitoring of goals. The following paper reviews the research on self-efficacy as an academic tool for the teacher. In addition, a Self-Efficacy Scale developed by M. Sherer is presented as an additional assessment tool. Finally, a suggestion on teaching tips using a communication and behavioral model to foster general academic self-efficacy in the classroom is outlined.
