Whether a Faculty Member or Fieldwork Educator, Impact Student Self-Efficacy through Four Targeted Techniques

SATURDAY, OCTOBER 17, 2026

2:15 PM – 3:15 PM

Course Description

Self-efficacy is one’s belief in their ability to accomplish a specific task (Bandura, 1977). Student’s beliefs in their abilities to be successful for academic and clinical tasks (competency exams, evaluation and intervention planning, transfer techniques, etc.) can be directly impacted by those educating them, including faculty, advisors, and fieldwork educators.

Four sources of self-efficacy include physiological states (i.e. emotions such as nervousness, anxiety) at the basest level, verbal persuasion (i.e. talking with a student about the skills and abilities they do possess), role modeling (i.e. demonstrating a skill or technique for the student), and mastery experiences (i.e. successfully completing a task) at the highest or most impactful level. Faculty have the ability to impact student self-efficacy in MANY ways, that can be simple but HIGH in impact! Recent literature (Geiger et al., & Grimaldi et al., 2018). and research conducted by the presenter has demonstrated that student self-efficacy can be for mock interviewing, for clinical transfer competencies, and in simulated patient intervention scenarios. These examples as well as other practical and simple solutions to increase student’s beliefs in their abilities will be shared.

Speakers

Content Level

Introductory: This level assumes the audience has little or no information regarding the content area.

Practice Areas

Fieldwork and Academics/Education