Case Study Analysis: Building Self-Efficacy in Katya

CASE STUDY ANALYSIS
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Scenario Overview
Test anxiety is detrimental because it affects a student's academic and social life. Test anxiety tends to get serious when students handle test anxiety in an unhealthy way or if the anxiety extends for long periods of time. Test anxiety is considered a multi-dimensional occurrence that usually involves emotionality, worry, and negative behavioral reply. When students express doubts about themselves as well as their abilities, their positivity shifts to negative feelings and worry; this is usually the case when examinations are about to begin. With higher levels of negativity and worry about tests, students cannot concentrate effectively on their studies as well as social lives. However, self-efficacy – defined as the belief in one's own abilities and desires to achieve targeted outcomes or goals – can reverse the progression of test anxiety and ensure that students focus on their academics and social lives effectively.
Building Self-Efficacy in Katya
Katya needs people who can build self-efficacy in her. With self-efficacy, she can turn things around and focus on her chemistry test purposefully. Also, self-efficacy will prevent her from getting panic attacks; this is because she will be in a position of believing in her capabilities to achieve her desired goal or outcome – which is to pass the chemistry exam. To build the much needed self-efficacy in Katya, it is important to focus on the four major sources of self-efficacy. These sources are: (i) mastery experience, (ii) verbal experience, (iii) vicarious experience, and (iv) emotional experience (state). On mastery experience, it is important to remind Katya on the strong academic ground she stands on. She has been successful in past tests; therefore, reminding her of past successful performances will help her build self-efficacy. When mastery experiences are instilled in students with test anxiety, they serve to boost their self-efficacy as well as limiting failure. Indeed, mastery experiences are the greatest source of self-efficacy in a student (Margolis & McCabe, 2006). Verbal experiences or persuasion also contributes immensely to the boosting of self-efficacy in students. In Katya's case, it is useful to persuade her in a credible manner. For example, Katya can be guided through her studies and goals she has set by motivating her to make their best effort. The motivation she receives should also be accompanied by credible persuasion and feedback. Simple statements like “you can make it, Katya” will definitely go a long way to boost her self-efficacy.
The vicarious experience can be put to use through observation of successful students. For example, it is beneficial to boost Katya's self-efficacy by focusing on an already successful student. Telling her to focus on a successful student can greatly motivate her and provide relief and comfort knowing that she, too, can make it. She can also copy strategies and principles of study that the suc...