Enhancing Students’ Self-Efficacy: Implication for High School Guidance and Counselling Educators

Abstract

As students enter high school, they face a myriad risk of adverse outcomes such as pressure to perform or drop out; peer influence to conform or be an outcast; drug and substance abuse; delinquency, poverty and possibly abuse and neglect. It is also at this stage where most teenage students experience identity crisis. As a result, students' self-efficacy is then impaired, and their resilience diminished with every stress and trauma they experience. Thus far, there has been scanty research in utilising classroom guidance in understanding what factors impact or not, and how school counsellors choose to engage in classroom guidance. While much guidance and counselling in schools has focused on career choices, sexual and physical harassment, and perhaps, bereavement, abuse and neglect, very little is known on how detrimental lack of self-efficacy and resilience is to the high school student. Even though educators aim to cover the academic syllabus, it is also essential that operative guidance and counselling should also pay equal attention to the social syllabus. This chapter aims to explore the factors that are detrimental to students' self-efficacy, resilience and coping mechanism; how classroom guidance and counselling can reduce the risk of the adverse outcomes in the society.

Self-efficacy and academic programme satisfaction: mediating effect of meaningfulness of study

“…A potential role of educational authorities would be to engage students in activities that would enhance their level of self-efficacy and appreciate the value of their studies. Students' self-efficacy is nurtured through the means they interpret their performance (Mathwasa and Sibanda, 2020). According to Brown and Harris (2013, p. 24), self-assessment is “an evaluative and descriptive task done by the student regarding his or her own work and academic capabilities.” Consequently, higher education managers must support students to honestly assess their level of self-efficacy using four principal sources delineated by Bandura (1977), such as (1) enactive mastery experiences, (2) vicarious experiences, (3) social persuasion and (4) management of physiological arousal.…”

“…Defective self-appraisal by students may serve as a hindrance to their development, particularly when they observe disbelief in their self-worth and efficacy. Students who repeatedly underachieve may fear taking up novel and fresh tests due to their low self-efficacy, whereas those with unrealistically high self-efficacy may perform on defective efficacy decisions, stopping them from appropriate learning (Mathwasa and Sibanda, 2020). When self-efficacy is twisted, it can serve as a resistance to change (Hoy and Spero, 2005).…”

“…A potential role of educational authorities would be to engage students in activities that would enhance their level of self-efficacy and appreciate the value of their studies. Students' self-efficacy is nurtured through the means they interpret their performance (Mathwasa and Sibanda, 2020). According to Brown and Harris (2013, p. 24), self-assessment is "an evaluative and descriptive task done by the student regarding his or her own work and academic capabilities."…”

How do Students of Educational Counseling Perceive the Role of Guidance and Counseling in Enhancing their Motivation and Engagement at School?

“…For instance, some scholars claim that the differences between guidance and counselling include artificial forced or contrived and theoretical rather than qualitative and practical. Thus, these terms can be used interchangeably (Mathwasa & Sibanda, 2020). However, other scholars note that subtle differences are observed, while there might be a few similarities between the terms.…”

“…Guidance and counselling programs have existed in learning institutions for several years. However, traditional guidance and counselling approaches seem no longer relevant in meeting the students' needs in the current learning environment (Mathwasa & Sibanda, 2020). Nonetheless, learning effectiveness and efficiency are being stressed to realize the goal of educating responsible and productive citizens with global consciousness.…”