Editing Self-efficacy Theory (section)

=='''Examples'''==
Self-efficacy theory is widely used in K-12 curriculum design, classroom, and teacher's professional development. Through self-efficacy theory, it allows students to have the motivation to learn new knowledge and complete challenging task, maintain a stable mindset, and create a positive learning environment in K-12 setting. The application of self-efficacy can be cross-disciplinary and even outside the school.
[[File:Fear to speak 1.png|200px|thumb|right|Fear of communicating with neighbors is a sign of lack of Performance Accomplishment. In the TV series, the man knocked on the door and left immediately, fearing to see the neighbors]]
==='''Performance Accomplishment'''=== 
A positive experience is a powerful motivator to accomplish tasks. Previous success experiences will reinforce positive behavior and allow practice and skills improvement. The process will become a loop and increase overall performance<ref name="Lopze">Lopez-Garrido, G (2020). Self-efficacy. Simply Psychology.. https://www.simplypsychology.org/self-efficacy.html</ref>. The learner will acquire new skills in a low-pressure thinking environment. In the end, performance accomplishment can boost a person’s self-efficacy by thinking positively to believe they learn skills better. In curriculum design, when the teacher introduces a new topic, an experienced teacher will use scaffolding to help the student learn. With scaffolding, students can connect prior knowledge with new knowledge, which can gain some experience from the past. By using prior knowledge as a starter to start a new topic, with scaffolding, the student is learning new knowledge based on their previous"successful" experience. It is controllable for the teacher to motivate students to learn unfamiliar topics and complete challenging tasks. Conversely, learn without using scaffolding. Students will be less accepting of new knowledge, feel overwhelmed, and eventually lose motivation to learn. 

==='''Vicarious Experience'''=== 
By observing other people complete a task can also be a resource for increasing self-efficacy. One person’s behavior can influence others through the external environment as well as through the internal characteristics of the person<ref name="Martinez_motivation">Martinez, M. E. (2010). Emotion, Motivation, and Volition. In Learning and Cognition: The Design of the Mind (pp. 153–188). Boston: Merrill. http://books.google.com/books?id=wqFWAAAAYAAJ</ref>. If peers have done a challenging task successfully, a successful result from a peer can likely be an external factor influencing other people. Role models are everywhere in K-12 education, and teachers should always maintain and create role models for students to share vicarious experiences. A successful peer role model cannot only engage more students to learn better but is also beneficial for creating a positive collaborative learning environment.

==='''Verbal Persuasion'''=== 
An energetic teacher can change the mood of a classroom. Conversely, a loud student can make classroom management difficult. Characteristics could be a factor that influences people’s behavior on tasks through social interaction. Similarly, verbal encouragement could also deliver a similar result to boost the motivation to accomplish specific tasks. Talking about self-esteem in education, encouraging students is common in school. The benefit of encouraging students will make students feel safe in the classroom. Teachers can also verbally show their respect and support to motivate their students. Verbal persuasion works at any age, but the earlier it is administered, the more it is likely to encourage the building of self-efficacy<ref name="Lopze">Lopez-Garrido, G (2020). Self-efficacy. Simply Psychology.. https://www.simplypsychology.org/self-efficacy.html</ref>. Relatively, if a teacher verbally criticizes a student, it may cause the student to feel frustrated and eventually stay away from the classroom.

==='''Physiological State'''=== 
Emotional control and self-regulation are important skills both in school and outside of school. Having good self-regulation skills not makes you become a better student, and have better academic performance and learning motivation, but it could also make you become a strong, mature person. However, Bandura (1977) <ref name="bandura">Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191</ref>states, "it is not the sheer intensity of emotional and physical reactions that is important but rather how they are perceived and interpreted. People who have a high sense of efficacy are likely to view their state of affective arousal as an energizing facilitator of performance, whereas those who are beset by self-doubts regard their arousal as a debilitator.