Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students
Graduation Date
Spring 2012
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madeliene Peters, EdD
Abstract
Self-efficacy is the belief in one’s capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student’s perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students’ behavioral choices, motivation, thought patterns and responses, perception of control, and academic productivity.
Success is the greatest factor affecting a student’s self-efficacy and gifted elementary school students are regularly successful academically in mainstream United States classrooms. However, in the face of a true intellectual challenge, rather than be inspired to learn and grow, the literature reports that gifted students’ academic self- efficacy can falter because of perfectionism, a character trait common amongst this population. According to the literature, perfectionism can paralyze gifted students with fear of failure and reduce their academic self-efficacy, causing them to underachieve.
The purpose of this research is to document the best practices for helping gifted elementary school students develop their self-efficacy. Interviews with educators of gifted students reveal strategies elementary school teachers can implement in their mainstream classrooms to help gifted students expand their learning and develop the self- efficacy necessary to become confident, inquisitive, life-long learners.