The use of Self-Efficacy Instruments: A
tool to help in Classroom Design
By Kathleen M. Farrand
Tiffany A. Wild
The Ohio State University
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Self-Efficacy is the belief that one can succeed
in performing a particular behavior (Bandura,
1977). The beliefs that students possess can
help regulate their learning and master academic
tasks. Teachers can use this information to determine students' aspirations, motivations, and interests in schoolwork related to particular subjects.
If a student has a high level of efficacy in a specific subject, the student's performance may be
improved and may influence future career
choices (Pajares, 1997).
In this article, we will examine the self-efficacy
levels of students with visual impairments that attended a camp focused on learning about biodiversity and ecosystems. We will use this information to help teachers better understand how determining efficacy of their students is valuable in
planning classroom experiences.
Eleven students, all of whom had visual impairments, participated in this research study.
These students all signed up to attend a residential camp with a focus on biodiversity and ecosystems. There were eight boys and three girls enrolled in the camp. The students ranged in age
from 14 to 18 and were in grades 8 through 12.
Prior to participation in camp and at the end of
instruction, all students were asked to take the
Morgon-Jinks Student Efficacy Scale (MJSES).
This tool asks students to respond to a series of
questions on a 4-point Likert Scale (Jinks & Morgan, 1996). Students marked boxes that contained statements of agreement (4=really agree,
