Self-efficacy and self-regulation both play important roles when it comes to learning. Self-efficacy relates to the strength of a person’s belief in their own ability to reach their goals. It is a powerful tool that a person may use in facing challenges and achieving great success. In learning, self-efficacy enables students to believe in themselves and work harder to achieve good grades. Self-regulation, on the other hand, presents as another powerful personal tool that an individual may use to reassess and make necessary improvements or changes to his attitude, behavior or general life. Therefore, self-regulation defines as a self-directive process by which students get to transform their mental abilities into skills related to tasks. This aspect of learning is seen as a way through which learners organize and manage their thoughts and then convert them into skills which they then use for learning.
Self-efficacy plays a significant role in education or learning. One of the major factors of that is associated with self-efficacy is motivation. Motivation can be categorized into two forms, extrinsic and intrinsic motivation. Both forms of motivation are necessary for learning. With self-efficacy, a student can generate self-motivation and encouragement needed to accomplish his tasks. Self-efficacy beliefs are also important when it comes to writing. Students who believe in themselves are quite creative and can write well and faster as asserted by Schwarzer (2014) .
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As described above, self-regulation generally refers to the process of being control of one’ self and evaluating one’s own behavior and learning. A person gets to improve by himself through self-regulation, which strongly emphasizes on autonomy and control by the individual. According to Schunk and Zimmerman (2012), s elf-regulating help students to check and assess their weakness personally and come up with strategies for improvement. Self-regulation, just like self-efficacy, builds motivation that every student needs to carry out their tasks. With self-regulation, a learner can actually help his or her fellow students in class. With self-regulation, learners can also come up with their own formed questions which they use to assess themselves at their free times. Learners can then set their own goals that they will try to accomplish in class. Other roles of self-regulation include self-instructions by which learners instruct themselves and self-reinforcement.
Self-efficacy and self-regulation are two related aspects of learning. They both greatly assist students and also teachers in the process of learning. Self-efficacy as a belief in one's self, predict self-regulation. Self-efficacy is the belief that an individual possesses in his mind, a belief that he can actually do anything. On the other hand, self-regulation makes a learner to reassess himself to improve on his or her weaknesses. Self-efficacy and self-regulation are grade 2 and 4 respectively. Therefore, a student requires self-regulation for reassessment and self-efficacy for facing challenging tasks. Alternatively, a learner who believes in himself will not shy away from assessing himself by tackling difficult questions. According to Bembenutty (2011), s elf-efficacy and self-regulation both generate motivation which student need desperately for learning. To sum it up, self-efficacy and self-regulation are both important in learning and provides learners with excellent learning skills.
There are many other ways to promote positive self-efficacy and self-regulation. Teachers can design strategies that can help improve these aspects of learning. For instance, while giving out assignments, clear deadlines and expectations of work should be indicated. This will help students develop concise goals that will help them clear the tasks in due time. Another way of promoting self-efficacy and self-regulation is by providing honest and accurate feedback as asserted by Poddar et al . (2010). Teachers who provide honest feedbacks to students are inspirational to those students. The students are then faced with the challenge to work harder and rely on their mental strength, belief and effort to work harder to produce better results. Another way through which self-efficacy and self-regulation can be achieved is by creating challenging and proximal goals for students.
References
Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics , 22 (3), 448-473.
Poddar, K. H., Hosig, K. W., Anderson, E. S., Nickols-Richardson, S. M., & Duncan, S. E. (2010). Web-based nutrition education intervention improves self-efficacy and self-regulation related to increased dairy intake in college students. Journal of the American Dietetic Association , 110 (11), 1723-1727.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications . Routledge.
Schwarzer, R. (2014). Self-efficacy: Thought control of action . Taylor & Francis.
