By Dr. Mikael Powell
See https://digitalcommons.lesley.edu/education_dissertations/20
Previously, I presented self-efficacy simply as a general predictor of how students rate the significance of their corrective actions. I stated a neutral stance in which an individual ranged on the continuum between internal or external locus of control for a course, derived from my emic perspective as an architect and designer with a degree in psychology. Indeed, both psychologists and space planners seek to understand people and their behaviors “as they are,” to analyze and design for them. However, in this Chapter, I interpret the impact of the research findings as an educator and look at the process and outcomes of the teaching and learning experience. Within a constructivist epistemology, the promotion of self-efficacy enhances the entire process toward achieving consequential learning, and it is supported for the learner by an effective teacher and affirmative social pressures (Shea & Bidjerano, 2010). Moreover, hindering the development of self-efficacy due to the strain and hassle of poor classroom design (for instance in the case of Cho Hee) reduces the opportunity for high-order learning (Shea, Hayes et. al, 2014). To that point, Shea and Bidjerano stated, “Negative states, such as stress and anxiety eventuate….in loss of sense of control, and diminished self-efficacy beliefs” (p. 1724).
