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Some Lessons Learned That Built Self-Efficacy Background My Background Has Some Early Dale H Some Lessons Learned that Built Self-Efficacy Background My background has some early Dale H. Schunk indicators of an academic career. I was born and grew up in Chicago, where I received my K-12 education in Chicago Public Schools. I did well in high school and also participated in activities such as playing on the football team for four years. I was accepted at the University of Illinois at Urbana-Champaign. Despite some good academic credentials, I had no idea what to major in once I got to the university. I had three majors (chemistry, English, philosophy) before settling on psychology – a subject that I found fascinating in my freshman-year courses. During my time at the University of Illinois I became interested in research and worked for two different child psychology professors on research projects. Working with professors showed me what faculty members do – teach, conduct research, write – and also developed my interest in working with children, which I later did in my research. I thought that the life of a I am pleased to contribute a chapter to faculty member could be highly gratifying this volume. Whether anything I say is and became motivated to attain that career helpful or meaningful – well, as the saying goal. goes, “Let the voters decide!” After graduating from the University of As a spoiler alert, I have had a most- Illinois I was commissioned as a second satisfying 40-year academic career. Of lieutenant in the U.S. Air Force and spent course, in retrospect there are some things I the next six years as an education and might have done differently. But I believe training officer (including four years that things have worked out well, and along stationed in Naples, Italy) where I the way I have met and interacted with supervised education programs and taught many fascinating people. In this chapter I courses in writing and management. While discuss my background, career progression, in the Air Force I earned a master’s degree significant influences on my life, and lessons in education from Boston University. This learned along the way. stimulated my desire to earn a doctorate, so Schunk, D. H. (2019, November 20). Some lessons learned that built self-efficacy. Acquired Wisdom Series, S. Nieto, F. Erickson & P. Winne (Eds.). Education Review, 26. http://dx.doi.org/10.14507/er.v26.2751 Acquired Wisdom/Education Review 2 I left the Air Force to pursue a PhD. I was instructional/contextual factors that affect accepted into the Psychological Studies in learning, motivation, and self-regulation-- Education program at Stanford University within the framework of social cognitive where I joined a talented group of faculty theory. This focus began to develop while I and students, including Phil Winne – one of was at Stanford. I took a course from Albert the editors of this volume! Bandura when he was doing his early I was fortunate to hold a graduate research on self-efficacy, one’s perceived assistantship for most of my time at capabilities for learning and performing Stanford, where I honed my research and actions at designated levels (Bandura, 1977). teaching skills. I worked on a school-based I believed that self-efficacy might be an project with Dr. Nate Gage where I did important variable in education settings, classroom observations, conducted literature where we see students with similar ability reviews, and performed data analyses. I also levels learn and perform differently. I taught an educational psychology course discussed this possibility with him after the under his supervision. I served as a research course finished, and he expressed high assistant with Dr. Herb Clark, where I interest in such an investigation. He became conducted laboratory experiments and other research tasks, which led to a co-authored I believe it is critical to pursue a journal article with him. I also was a dissertation topic that you feel is research assistant with Dr. Albert Bandura; important and for which you we conducted a school-based study on goal have a passion. setting and this led to a co-authored journal publication. A key point I learned from my dissertation advisor. In my dissertation, I these experiences is that doing good explored self-efficacy development as research takes a lot of time and energy! children were learning mathematical skills My first faculty position was at the and as influenced by modeling and University of Houston, where I stayed for attributional feedback (Schunk, 1981). My seven years before moving to the University dissertation was the first application of self- of North Carolina at Chapel Hill. Although efficacy to an educational context involving I had never planned to assume a career in learning. I believe it is critical to pursue a administration, I next moved to Purdue dissertation topic that you feel is important University as head of the Department of and for which you have a passion. Educational Studies and then to the In subsequent research I expanded this University of North Carolina at Greensboro focus to other student populations and (UNCG) as Dean of the School of content areas and explored other Education. I spent over 17 years in full-time instructional and contextual influences such administration, which I found rewarding in as goals, social comparisons, self- many ways, especially working with faculty verbalization, and self-evaluation. I am on career development. But not all was pleased that over the years interest in self- positive, especially making difficult efficacy in education has continued to grow, budgetary decisions and dealing with especially internationally. Researchers disgruntled faculty and students! I decided continue to expand the self-efficacy research to return to where I began and joined the agenda, such as by exploring the process faculty full-time at UNCG where I remain whereby self-efficacy changes as learning today with the usual responsibilities of occurs and by examining self-efficacy in out- research, writing, teaching and service. of-school settings (e.g., homes, Contributions communities). My primary research focus is There are several key contributions investigating the personal, social, and arising from this program of research. One is that self-efficacy is an important variable Some Lessons Learned that Built Self-Efficacy 3 in education. It affects student motivation, hypothesized to be key influences on self- which in turn influences learning. Students efficacy. who feel more efficacious about their In subsequent research I expanded this learning capabilities are more likely to attend model to include self-regulation, or learners’ to instruction, expend effort, persist in the self-generated thoughts, behaviors, and face of difficulty, and achieve at higher affects that are systematically oriented levels. I developed a model of academic toward their learning goals. This expansion motivation highlighting the central role of fit nicely with my research focus, but it was self-efficacy (Schunk, 1999). through collaboration with Barry Bandura (1977) hypothesized that Zimmerman that I began to explore how individuals acquire information about their self-efficacy and other motivational variables self-efficacy from performance influenced various phases of self-regulation. accomplishments, vicarious experiences, Collaborations can be especially productive forms of social persuasion, and but it is essential to collaborate with persons physiological indexes. Another key point of with whom you work well. In my case the my research program is that, no matter the collaboration worked ideally even when we self-efficacy source, what is critical for self- disagreed. We also became close personal efficacy and motivation is that students friends. believe they are making progress in learning Significant Influences or are capable of making progress. Learners’ perceptions of their learning I have been fortunate to be at progress or learning capabilities can be universities where research was valued. affected by numerous social, instructional, Beginning with my time at Stanford and and other contextual variables. continuing to the present day, the institutions where I have been not only Collaborations can be especially encouraged research but also provided productive but it is essential to support to pursue it. This support included collaborate with persons with some financial incentives and provided me whom you work well. In my case, with time to do research and with people who assisted me with various aspects the collaboration worked ideally including budgets, data collection and even when we disagreed. analysis, and consultations. To be able to do quality research requires a supportive Third, the effects of social, instructional, environment. and contextual variables should be gauged not only on students’ learning but also on Beyond that, I have had the opportunity their self-efficacy for learning. Some to work with many capable, talented, and instructional variables that may improve motivated faculty and students. I learned so learning may not have much effect on self- much as a student under the tutelage of efficacy. For example, Bandura (1977) many wonderful professors including Fred postulated that performance Fehr and Sid Bijou at the University of accomplishments are the most reliable Illinois, Al Murphy and Steve Ellenwood at source of self-efficacy information. Boston University, and Albert Bandura, N. Instructional conditions that provide much L. Gage, Herb Clark, Mark Lepper, and assistance to learners may help them learn Denis Phillips at Stanford. While at Stanford but are unlikely to raise their self-efficacy I contacted Bernard Weiner and Carol much. Learners may simply attribute their Dweck with questions about my enhanced performance to the assistance and dissertation. I learned early on that if I was doubt they can be successful on their own. going to be successful then I needed In social cognitive theory, attributions are successful mentors. Acquired Wisdom/Education Review 4 My career has been tremendously A second key lesson is to pursue work bolstered through solid, long-lasting you enjoy and believe is important.
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