Developing Self-Efficacy in MSW Students Through Service-Learning

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Developing Self-Efficacy 18differences, practiced conflict negotiation, and developed new competencies in working with the burninjuredpopulation. In addition to potentially reinforcing theory and practice skills learned inclassroom instruction, experiential courses such as this can facilitate the development of students’perceived self-efficacy through social work values-based community practice.
Developing Self-Efficacy 19ReferencesBandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. PsychologicalReview, 84, 191-215.Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. EnglewoodCliffs, NJ: Prentice-Hall.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (1996). Multifaceted impact of selfefficacybeliefs on academic functioning. Child Development, 67, 1206-1222.Bartlett, H. M. (1970). The common base of social work practice. New York: National Association ofSocial Workers, Inc.Berson, J., & Younkin, W. (1998). Doing well by doing good: A study of the effects of a servicelearningexperience on student success. Paper presented at the American Society of HigherEducation, Miami, FL.Bogo, M., & Vayda, E. (1998). The practice of field instruction in social work: Theory and process.New York: Columbia University Press.Bringle, R., & Hatcher, J. (1996). Implementing service learning in higher education. Journal ofHigher Education, 67, 221-238.Council on Social Work Education. (1994). Handbook of accreditation standards and procedures(Rev. ed.). Alexandria, VA: CSWE.Doctor, M. E. (1992, January-February). Burn camps and community aspects of burn care. Journal ofBurn Care and Rehabilitation, 13(1), 68-76.
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