Great post, I do like to add that besides self-efficacy there is also collective efficacy. I just submitted a chapter with the suggestion to look besides the very effective collective teacher efficacy, to also have a look at collective pupil or student efficacy.
Mirjam Neelen & Paul A. Kirschner
First, just to make it crystal clear, this blog is NOT about bashing Carol Dweck’s growth mindset theory. Dweck is a respected researcher and her work on motivation over the last 40 years has been very influential (e.g., Dweck & Leggett, 1988). There are, however, some challenges with her work on growth mindset. For now, we think we’re better off focusing on self-efficacy and attribution theory when trying to understand what influences learners’ perception of their own abilities, the impact those perceptions can have on their (learning) performance, and what we – as learning professionals – can do influence those perceptions in order to support learners and improve their outcomes.
Before we dive into efficacy and attribution theory, we briefly explain why we think we should stop throwing around growth mindset as if we know what we’re talking about or as if we understand…
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From experience to meaning... 