Learning self-efficacy as a positive strategy to support intentional self-regulation

Abstract

According to a universal approach, self-efficacy can be defined as a set of personal, emotional and social skills that affect our coping skills to cope with the demands of the social environment and thus achieve success in academic and general life situations (Bandura, 2001). However, today’s students face a number of learning challenges due, among other things, to the new learning demands placed on the education system by both student society and parents, and the low levels of self-efficacy and underachievement of students in school may be a cause for increased concern. In order to face these academic challenges effectively, students need to develop behaviours and attitudes that enable them to cope effectively with the challenges that come their way and to develop habits of perseverance in the face of complex challenges. Self-efficacy can be seen as an important unit for improving academic performance and coping with life’s difficulties (Yunus and Suraya, 2017).