The early framework of self efficacy comes from Albert Bandura. Albert Bandura defined self efficacy as personal judgment of one’s capabilities to organize and execute courses of action in design of academic. He also added that self efficacy will lead people to attempt things that they believe that they can accomplish and they won’t attempt things that they think they will fail. Klaus A. Schneewind defined self efficacy as cognitive variables on competence belief. Matthias Jerusalem and Waldemar Mittag stated that self efficacy is not about domain-specific cognition, but it is about general sense someone’s capabilities to master different types of enviroment demands. Hence, it can be concluded that self efficacy is about one own’s capability.
Self efficacy in education is related with perceiving self efficacy in academic. Perceived self efficacy in academic is about someone’s judgement on their capability to organize and execute courses of action to achieve designated types of educational performance. On educational development, perceived self efficacy is about how efficacy affect student’s motivation to learn, to effort in execute task and student’s achievement. Thus, it can be concluded that perceived self efficacy is about educational performance and it also effect on their learning motivation, effort and their education’s achievement.
Actually, self efficacy influence level of effort, persistence and choice of activities. Thus, Bandura also stated that someone who has high self efficacy, they will execute difficult tasks as challenging tasks that will be mastered rather than they avoid the tasks. 5 Students with high sense of efficacy, they will participate more readily, work harder and persist longer when encounter difficulties task. 6 Then, someone who has low self efficacy will avoid difficult task. 7 Indeed, someone with high self efficacy will be more challenging to execute difficult task and someone with low self efficacy are lack of challenging in execute difficult task.
According to Albert Bandura, there are four factors which are influenced self efficacy which describe as follow:
1. Mastery Experience
Mastery experience occur when someone attempts to do something and are successful. Thus, we master from the experience. Mastery experience is as the strongest way in buildup self efficacy because people are most likely to believe that they can do something new if it is similar to something that they have already done before.
2. Vicarious Experience
Vicarious experience is happening by looking at other people who did the same thing with you, so it will occur if you look at people who did same thing with you and they are successfully execute the thing and it will increase your self efficacy, but if you look at someone who did same thing with you and they are failure and it will make you have same perception of it and it will decrease your self efficacy.
3. Verbal Persuasion
Verbal persuasion occurs when someone is persuaded verbally that they can achieve or master a task, then they more likely to do the task well, but if people are said that they do not have ability to accomplish the task, they will give up to accomplish the task.
4. Emotional States
Emotional state occurs when someone think that they likely cannot accomplish a task and it will be happened if people think about negative think while they accomplish the task. Stress and anxiety are as big fear and it will affect someone’s self efficacy, but anxiety and stress will not affect to someone’s self- efficacy if they interpret their stress as positive, such as they think that if I’m getting nervous, I will not be success to this task.
In factors influencing self efficacy in second language acquisition, there are also some other factors which is regarding to other research. The research is regarding self efficacy in second/ foreign language learning. The factors are also as new findings in the research. Saeid Raoofi, Bee Hoon Tan and Swee Heng Chan research found new factors affected learners’ self- efficacy. They found that learners’ interest, knowledge in the content area, positive feedback from others, social and cultural context, task difficulty, classroom climate, confident, comfort due to learning process are affected learner’s self efficacy. By the new findings in factors influencing self efficacy, this research probably have the new finding in factors influencing self efficacy which as same as the research of Saeid Raoofi, Bee Hoon Tan and Swee Heng Chan.
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