Program
Special Education M.A.
Year Approved
2017
First Advisor
Wrobel, Gretchen
Abstract
All teachers want their students to graduate high school. All teachers want their students to be successful in the classroom. All teachers deal with students that appear to give up or simply not try at all. Students, especially as they enter high school, have built their self-efficacy throughout their educational career. Students walk into high school with a very different beliefs about how well they are going to do, especially on a particular subject. This literature review highlights how self-efficacy influences learning, goals, and overall academic success of adolescents. The review also highlights what educators and schools can do to help foster the growth of positive self-efficacy in students, with some emphasis on students in urban populations and with disabilities. It was concluded that building a community within the classroom and school, teaching with credible culturally relevant curriculum, building relationships with parents, and helping students feel success all affect the academic self-efficacy of students.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Pieper, J. L. (2017). Self-efficacy and Adolscent Development: How Educators Can Foster Its Growth [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/518