Activity 7.2

This summer I started a new exercise class (boot camp/circuit training).  I was excited about joining this class, and since I go to the gym daily I had high self-efficacy that this would be a positive rewarding experience.  Based on a self-evaluation I concluded that I am in relatively good shape, have a moderate level of endurance and strength, and enjoy the experience of group exercise classes.

I showed up the first day, and I was the oldest person in the class (at least by 20 years).  My self-efficacy changed from strong to weak in a matter of seconds.  This was due to my interpretation of this situation and my perceived failure to perform against this much younger group.  My self-judgment produced thought patterns that I was old, not physically capable, and lacked the ability to perform in this environment.

The class started, and I reluctantly participated with a little anxiety and a lack of self-esteem.  The instructor created a positive environment for the class and challenged the students based on their ability. We were prompted to perform at a level a little higher than we thought we could perform, but not greater than our ability to accomplish.  This technique is illustrated through the following statement related to academics by Pajares (2005), “academic work should be hard enough that it energizes, not so hard that it paralyzes” (p. 344). 

Throughout the class, whenever I felt that I was not able to keep going, the instructor offered words of encouragement and praise for my effort.  Pajares (2005) stated, “whether at home or at school, rather than praising for ability, make it a habit to praise the genuine effort and persistence the young person puts forth” (p. 350).  The instructor’s praise of my effort always gave me renewed strength and determination to push a little harder and exert more energy and effort in the activities.

When the instructor presented new exercises and activities, she provided instrumental help that afforded me enough direction to succeed on my own.  She also provided options for advanced, intermediate, and low intensity work outs.  This allowed me to achieve success at my level and enhance my feelings of confidence.  “Students’ self-efficacy beliefs develop primarily through actual success on challenging academic tasks” (Pajares, 2005, p. 344). 

The class is small, and I learned the names of all the other participants.  After a few weeks, I noticed an environment of collective efficacy developing as we all encouraged and cheered each other on to reach our personal goals.  The differences in ability levels were not a factor.  The goals were individual, and everyone was supportive.  My self-efficacy began to reach the level it was prior to starting the class. 

After the first day of this new class, I had thoughts about not coming back.  My confidence, self-belief, and motivation had suffered due to this perceived adversity.  I think Pajares would agree with James (1899/2001), “when all is said and done, and your best efforts are made, it will probably remain true that the result will depend more on a certain native tone or temper in the pupil’s psychological constitution than on anything else” (p. 89).  Pajares stated, “personal agency is about will, drive, and self-determination” (p. 361).  Of course, the end of the story is that I remained in the class.  I have thoroughly enjoyed this new exercise class and my behaviors, cognitive (personal) factors, and the environment were all instrumental in my self-efficacy.

My personal story can be compared to many college freshmen who lack self-efficacy when they enter college. Without a supportive classroom environment, they may end up not completing their freshman year.  As noted by Vincent Tinto (1993), the majority of students depart from an institution during their first year.  “The character of one’s experience in that year does much to shape subsequent persistence” (Tinto, 1993, p. 14).  It is critical that instructors who work with first year college students understand the basic principles of social cognitive theory.  Behavior, cognitive factors, and environment play an important role in persistence.  

Reference:

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago,

IL: The University of Chicago Press.