Self Efficacy
Younger children attribute success to effort while older children attribute success to ability. Many people have argued that this is related to the manner in which children are educated in most public schools.
An individuals sense of self-efficacy is related to their history of success. Not surprisingly, individuals who have enjoyed a history of success tend to have increasing levels of efficacy, while individuals who do not enjoy success have a decreasing sense of efficacy over time.
Low self-efficacy is very problematic and tends to lead to behaviors which may further impair efficacy. These behaviors include:
2) a tendency to give up more easily
3) a tendency to learn and achieve at lower levels
4) a tendency to attribute success to external factors
5) a tendency to attribute failure to internal factors
Responding to Failure
Many students believe that ability is uncontrollable and stable. While ability is actually shaped by effort (among other factors), common phrases such as "He's a 'c' student." convey the idea that ability is stable. This belief leads to a numebr of undesireable outcomes. Because outcomes are seen as related to ability rather than effort, many people may decrease their effort, ensuring a less successful result. Expecting to have a negative outcome, and fearing looking stupid if they have put forth effort, students are motivated to try even less to avoid feeling stupid ("I did n't do well because I didn't try."). To avoid any internal conflict associated with consciously deciding not to try, the student may reject the "value" of the task (i.e., "School is worthless, it's only for nerds.").
