Developing Self Efficacy in Socioeconomically Deprived Students - Interventional Possibilities for Teachers

Authors: [1] Prof. (Dr.) S. V. Sudheer [2] Dr. Geetha Gopinath

Pages: 58-62

Abstract:

Socioeconomic backwardness causes developmental deficits and children from deprived families are at a disadvantage as the lack of academic skills prevents these children from growing. In the year 2014 the SSLC results were 95.47 per cent of which 14802 secured A+, whereas the results of students from the SC/STwas only 89.52/84.30 per cent, Among SC/STonly 329/13 got A+/in all papers These figures emphasize the need for an intervention in the lives of such students. Self efficacy is one’s selfjudgment of personal capabilities to initiate and successfully perform specific tasks at designated levels, expend greater effort, and persevere in the face of adversity. Family socioeconomic status and self efficacy are positively correlated. Students who are socioeconomically deprived would have low self efficacy and problems related to this lead to their poor academic performance. Key factors in self efficacy include prior experiences, personal qualities, and social supports, self efficacy beliefs and student outcomes. Teachers’ role in developing students’ self-efficacy include goal setting, strategy training, modeling and feedback. Students who find difficulty in academics resist learning as they think that they lack the ability to succeed, have a low self efficacy towards academics Teachers could help students to succeed at tasks that they expect to fail. A systematic and consistent approach by the teachers involved in the lives of such socioeconomically backward students could go a long way in resolving the crisis faced by these children.