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Effects of competition on students' self-efficacy in vicarious learning
Joanne C Y Chan1, Shui-fong Lam
1The University of Hong Kong, Hong Kong. chanchungyan@gmail.com
The British Journal of Educational Psychology
|May 31, 2007
Summary
Competition negatively impacts students' writing self-efficacy during vicarious learning. In contrast, non-competitive settings maintained students' writing self-efficacy, suggesting a need for supportive learning environments.
Area of Science:
- Educational Psychology
- Social Cognitive Theory
Background:
- Vicarious learning is a key source of self-efficacy in education.
- Research on competition's impact on writing self-efficacy via vicarious learning is limited.
Purpose of the Study:
- To compare the effects of competitive versus non-competitive classrooms on writing self-efficacy during vicarious learning.
Main Methods:
- 71 Grade 7 students in Hong Kong participated.
- Stratified random sampling based on prior writing performance.
- Students learned Chinese simile and metaphor composition in either a competitive or non-competitive setting.
Main Results:
- Writing self-efficacy decreased in the competitive classroom.
- Writing self-efficacy remained stable in the non-competitive classroom.
Conclusions:
- Competitive environments may threaten students' self-efficacy during vicarious learning.
- Designing constructive contexts is crucial for effective vicarious learning.
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