Increasing struggling learners’ self‐efficacy: what tutors can do and say

Abstract

Self‐efficacy is essential to motivation and learning. Compared to students with weak self‐efficacy for academics, students with strong self‐efficacy have higher motivation, make greater effort, persist longer, and achieve more. Unfortunately, struggling learners with weak self‐efficacy often avoid academic tasks or give up prematurely, reducing the likelihood of academic success. Because tutoring usually occurs in one‐to‐one or small group situations, adult tutors are in an excellent position to enhance struggling learners’ self‐efficacy which, in turn, can improve academic outcomes. To achieve this, tutors need to understand the importance of self‐efficacy, its sources, and how to strengthen weak or flagging self‐efficacy. To assist tutors in strengthening learners’ self‐efficacy, this article discusses (a) the importance and sources of self‐efficacy, (b) instructional principles derived from these sources, and (c) topics for future research.

Notes

* 1067 Pendleton Court, Voorhees, NJ 08043, USA. Email: [email protected]

Additional information

Notes on contributors

Howard Margolis *

* 1067 Pendleton Court, Voorhees, NJ 08043, USA. Email: [email protected]