Attribution Theory and Learning

Adapted from Chapter 10 (Control) of Becoming Buoyant, now available. Control, within an academic environment, refers to the belief that students are able to control their own academic outcomes. Control in this context doesn’t refer to students ability to dictate their own learning (such as choosing activities), but rather, to be the vehicles of theirContinue reading Attribution Theory and Learning

What are non-cognitive skills?

The term non-cognitive skills has become increasingly prevalent within education over the past few years. But what do we actually mean by non-cognitive, how do these skills differ from cognitive ones and is any aspect of learning truly non-cognitive anyway? The roots of non-cognitive skills lie in the writings of sociologists Samuel Bowles and HerbertContinue reading What are non-cognitive skills?

A Self-efficacy Primer

The roots of Self-efficacy lie in the work of Canadian social psychologist Albert Bandura and his social-cognitive theory of behaviour. Bandura defines self-efficacy as ‘beliefs in one’s capabilities to organise and execute the causes of action required to produce given attainment’ (Bandura, 1977). Originally applied to clinical settings, interest in self-efficacy has spread to otherContinue reading A Self-efficacy Primer

From Target Grades to Growth Goals

Target grades have always been one of my great education bugbear’s, both as a teacher and as a parent. As a teacher, I have also found them to be just as restricting as they are motivating.