Both students and teachers work harder and persist longer when they have a high sense efficacy. Which of the following does not enhance self-efficacy in both students and teachers?
Formal school relationships that focus solely on skills
This question tests the concept of self-efficacy, drawn from Albert Bandura's social cognitive theory. Self-efficacy is a person's belief in their own capability to organise and carry out the actions needed to accomplish a task. When students and teachers hold a strong sense of efficacy, they invest more effort and persist longer even when work becomes difficult.
Bandura identified the main sources that raise self-efficacy: mastery experiences (day-to-day success in completing tasks builds a robust belief in one's ability), vicarious experiences and support (help from more knowledgeable partners lets a learner see that success is achievable and provides scaffolding), and social/verbal persuasion (high expectations from people in one's environment communicate confidence and push a person to try harder). All three of these genuinely enhance efficacy.
The option that does NOT enhance self-efficacy is a formal school relationship that focuses solely on skills. A relationship narrowed to mechanical skill-drilling ignores encouragement, belief, emotional support and meaningful feedback, so it does nothing to strengthen a person's confidence in their own capability.
Why the other choices are wrong as the answer: day-to-day success in achieving tasks is the strongest efficacy builder (mastery), assistance from more knowledgeable partners provides modelling and scaffolding that raises efficacy, and high expectations from others act as positive persuasion that boosts efficacy. Each of these clearly increases self-efficacy, so none of them fits a question asking for what does NOT.
Takeaway: efficacy grows from success, support and belief, not from cold, skill-only formal relationships.
Correct answer: Formal school relationships that focus solely on skills
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