How to Inspire Hope Despite Doubt.
Contributor: David Ehrlich
Belief in one’s mental fortitude or worthiness of success may take much reflection and trial and error and can be constantly tested. Cera et al. (2013) examined a likely overlooked factor, metacognition, and its relation to self-efficacy and corresponding attitudes toward learning. According to the authors, metacognition entails awareness and regulation of the process underlying how one breaks down or synthesizes information meaningfully.
Students can maximize their proficiency by developing a framework for processing information suitable to their natural tendencies and thus relate to and engage with the learning process. Understanding one’s foundation can develop a better sense of self and confidence in their path toward a goal. When I doubt myself or feel lost, I have found that remembering my dedication has reminded me of my foundation for success.
Metacognition involves deeper processing because it entails awareness of the steps and logic involved in cognizing information effectively, which entails what Cera et al., 2013 regard as “knowledge about the person.” This may entail awareness of one’s preference practical examples. Self-efficacy is belief in one’s competence to fulfill necessary behaviors and mindsets A mastery mindset, or the desire to develop and effectively apply a successful strategy, is found to drive self-efficacy more than an outcome.
Developing strategies provides students a sense of agency in learning. This process may entail introspection and creativity which provide concrete evidence of one’s capacities. Students understandably develop a sense of agency to combat self-doubt through direct involvement and intentionality in an outcome. Students can attribute success to effort rather than chance. Awareness of one’s very awareness is essential for self-efficacy.
A clear foundation can increase confidence even through setbacks since there is some direction to revert to and build off. Students with high self-efficacy embrace challenging academic pursuits, while low self-efficacy correlates with negative perceptions of learning. The latter may influence high pressure to achieve if students appraise failure as indicative of their inherent inabilities. Conversely, students with metacognitive skills are more open to feedback. This high self-efficacy appears to be driven by intrinsic purpose, resulting in behaviors reflective of one’s drive.
Students high in self-efficacy appear more open to potential setbacks because they embrace the process more than the outcome. These students can recognize their strengths alongside weaknesses due to confidence built through metacognition. These behaviors reinforce the self-efficacy missing in students who lack it and do not acknowledge their strengths, a self-fulfilling prophecy confirming limiting beliefs.
Relating to individual needs and challenges has many applications such as to mental health and workplace productivity. Adopting personal responsibility through self-belief is a message many people can benefit from due to its intrinsic nature. Belief comes from faith in one’s unique path. While goals without action do not come to fruition, changing core beliefs is likewise necessary for action to challenge the narrative one lives by.
Source: Cera et al., 2013, Mancini, & Antonietti
