Grit Lab讀書會 x 自我效能。Grit Lab Reading Club x Self-Efficacy。

依據Bandura社會認知理論，自我效能是對自己能力的信念，研究顯示，高自我效能對孩子的身心靈好處多多，而且對學習表現也有很大的影響。這篇文章提供了許多能幫助老師家長提升孩子自我效能的撇步與概念，趕緊來參考 (文章重點隨手摘如下)。

Self-efficacy is a perceived ability that one has to achieve a set goal. Self-efficacy is a fundamental contribution to one's success in general. Read this article to learn tips on how to develop self-efficacy in school settings and homes (Read below for the bullet-pointed summary).

☞ Competence matters and so does confidence/self-efficacy. 

若培養孩子能力很重要，那麼培養孩子的信心便不可或缺；[相信自己有能力做得到]不代表你一定做得到，但是卻是使你更願意接受挑戰堅持到底的關鍵。

☞ From self-enhancement to skill development; in "hard enough that it energizes, not so hard that it paralyzes" tasks, build up successful experiences.

在適當的挑戰中，搭建成功經驗，自信不只是特質，也是經驗的產物。

☞ It is the meaning of our experiences which constitutes reality. Interpretation matters. Self-efficacy is not so much about learning how to succeed as it is about learning how to persevere when one does not succeed.  

審視看待失敗的眼光，失敗並非終點，而是邁向終點的基石。

☞ Engage in Effective Modeling Practices: teachers and adults alike should be the mastery models.

師長對待失敗的典範，展現[犯錯是不可避免，但是這個錯會讓他錯的有價值]。

☞ Select appropriate peer models.

善用同儕做典範，[這個同學跟我差不多，如果他可以成功，我也可以]。

☞ Minimize the relative ability information publicly available. 

減少在班級公開相關個人能力的成績，引導學生專注在精熟的能力與進展上。

☞ Minimize social comparison by creating a classroom structure where students see their worth.

創造一個學生能合作，並每個人都能有所貢獻其價值的課室。

☞ Group dynamics are powerful. Effective teachers manage groups with care, and they work hard to provide all students with opportunities for success in group activities. 

幫助學生創造能彼此關心與成就的小組活動模式。

☞ "Careful the things you say. Children will listen." 

你說的字字句句孩子都聽進心裡，用鼓勵正向的語言建造你的孩子；避免所有對孩子在語言與非語言上的抵損與論斷。

☞ Praise what is praiseworthy and avoid knee-jerk praise.

不吝給予有憑有據的讚美，幫助你的孩子找到得以成功的證據與希望。

☞ Praise effort and persistence, not ability. 

讚美時，聚焦孩子的努力、毅力等好品格，而非虛空的[天份]二字，強調能力是可改變的。

☞ Make a moment memorable; private encouragement makes a difference.

製造一對一的讚美專屬時刻，讓你對孩子的肯定住進駐他心。

☞ Be alert to the unintended messages you send; encourage and comfort your children sincerely but don't deprive them of chances to grow out of challenges. 

給予支持與鼓勵並非掩蓋失敗，陪孩子一起審視失敗，給予勇氣接續面對更多挑戰才是鼓勵的核心。

☞ Good emotional feelings make a difference in self-efficacy. Help your kids read their own distressing feelings; help them admit them so that they find a way out of it. 

好情緒會有好自我效能；幫助你的孩子察覺自我情緒，引導他們學習接納自己的負向情緒藉以擺脫負面情緒的枷鎖。

☞ When young people fear failure, they can engage in all sorts of self handicapping strategies to avoid feeling the anxiety that accompanies this fear. Identify them and fight them.  

孩子會因焦慮害怕失敗而自尋藉口以擺脫焦慮，幫助孩子看見自己抗拒的心，他們的裹足不前，其實常常不是老師你做錯甚麼，而是他們害怕自己做不到想做的目標。

☞ A" pessimist sees the difficulty in every opportunity, but an optimist sees the opportunity in every difficulty". 

樂觀盼望不是自我欺騙，而是面對挑戰的動能，用正向的班級氣氛與對話，引導你的孩子也成為正向樂觀的人。

☞ Often, much time and patience are required to break the mental habits of perceived incompetence that have come to imprison young minds. Young people who consider themselves failures at a particular thing will reject or distort evidence that contradicts their belief.

培養孩子對自我能力的看法與信心需要時間 ；如果孩子的自我認知是[我是笨蛋]，那麼考試滿分可能只代表[一定是老師改錯了]，特別是已到了青少年時期的孩子，他的自我價值感與自信心需要你溫柔耐心的堅持。

☞ Self-efficacy beliefs are not always self-evident. Ask your kids about self-efficacy.

花些時間跟孩子討論討論自我效能/自信的話題吧！

☞ Make young people more familiar with their own internal mental structures without lowering confidence. Teach your kids self-regulatory strategies such as planning or setting up a deadline for a goal (long term that goes with short term goals). 

自信/自我效能並非自我中心，而是帶著盼望與樂觀，扎實努力腳下的步伐；教導孩子自我管理的策略，例如，設定目標、設定目標期程 (長期目標搭配短期目標)。

☞ Provide instrumental rather than executive help. 

提供孩子所需資訊以幫助解決問題，而非幫孩子解決問題。

☞ Make good use of spread-of-effect phenomenon and help your kids generalize their self-efficacy from their own successful experiences. 

幫助孩子找到過往的成功經驗，並推及連結到眼前的挑戰。

☞ Teachers create a classroom climate in which mastery goal orientations are encouraged and ego orientations are discouraged.

創造精熟導向的課室，幫助孩子能夠聚焦在反覆練習與精熟的過程，而非在可堂中啟動 [害怕陷入失敗]的恐懼；與孩子定義成功與失敗的真義與價值。

☞ Encourage a proactive sense of personal agency. 

啟動主動學習的動機 (附註：絕非[分數])

☞ Self-efficacy is both a personal and a collective belief. Without the capability to self-reflect, human beings would be reactive souls without the capacity for self-improvement. 

引導孩子自我省察，師長同儕都有影響力，就從自身榜樣做起。

☞ William James ended his lectures to the nation’s teachers with the gentle admonition that if they could but see their pupils as individuals composed of good intentions, and love them as well, they would be “in the best possible position for becoming perfect teachers.” 

你看待孩子的眼光，會影響孩子看待自己的眼光；用充滿盼望與正向信念的眼光看待孩子吧！

✮ Read 文章讀這篇：

Pajares, F. (2005). Self-efficacy during childhood and adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367): Information Age Publishing.

✮ TSAI, a classroom structure that encourages self-efficacy 

培養自我效能的課室架構這麼做：趨向社會渴望教學