Using Assignments to Influence Self-Efficacy and Locus of Control
Class assignments may serve several purposes: They give students the opportunity to learn new skills, explore specific issues in more depth, and be creative in making links between concepts. An additional purpose may be to help develop specific personality or character attributes in the students. If you find that students are apprehensive about your course, or they have not been succeeding with recent assignments, how might you change your approach to increase your students’ self-efficacy? How might you respond to students with an external locus of control who express feelings of powerlessness to improve their performance in class?
For this Discussion, review and study this weeks Learning Resources. Consider how self-efficacy is related to the concept of locus of control. Then think of an assignment that you might design for an introductory psychology class that might increase student self-efficacy. Finally, reflect on how the design of your assignment might change based on the two types of locus of control.
Post a description of how self-efficacy is related to the concept of locus of control. Then explain an assignment you might design for an introductory psychology class that might increase student self-efficacy. Finally, explain how the design of your assignment might change based on the two types of locus of control.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
Be sure to support your responses with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
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