“Compared with learners who doubt their capabilities, those who feel self-efficacious... are apt to participate more readily, work harder, persist longer... and achieve at higher levels.” — Schunk & Meece (2005)

There’s a quiet force shaping teenagers’ futures. not just grades or talent, but something deeper, often invisible: self-efficacy. It’s the belief in one’s ability to succeed, and it might just be the difference between giving up and growing stronger.

Let’s take a moment to reflect on two high school students from Schunk & Meece’s research — Meg and Stacie. Both are bright. Both are capable. But when it comes to choosing physics, their decisions diverge. Meg believes she can learn it, even if it’s hard. Stacie, clouded by doubt and low self-efficacy, walks away from the challenge.

Now ask yourself: Which one are you guiding — Meg or Stacie?

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What Fuels (or Fights) Self-Efficacy?

According to Bandura’s social cognitive theory, self-efficacy stems from four major sources:

🎯 Mastery Experiences – Past success boosts belief.

👀 Vicarious Experiences – “If they can do it, maybe I can too.”

🗣️ Social Persuasion – Encouragement like, “You’ve got this.”

💓 Physiological Reactions – Butterflies? Sweaty palms? These can shape how confident (or anxious) a student feels.

“Self-efficacy is not the only influence on learning and achievement... But no amount of skill matters if a student doesn’t believe they can succeed.” — Schunk & Meece, p. 74

🎒 School, Friends, and Family: The Three Pillars

🏫 Schools

Instruction, grading, and even seating charts affect students’ self-beliefs. Classrooms that focus on mastery, collaboration, and student voice tend to lift self-efficacy.