In this week bu Mima started our class discussion by asking each of us, what will be our self-actualization in the next 5 to 10 years from now. I found It is interesting to hear about what other self-actualizations are. We found out that every people in the class have different self-actualization. Mrs. Mima then asked us why we can have different self-actualization, then some of my friends said that it’s because each of us have different life experience, different value and also different beliefs.
The next activity we have is doing free writing. Mrs. Mima asked each of us to do free writing with some guiding questions. At first, I did not know what was the goal of doing the writing, but later on I realized that the writing was used for our next activity.
The session then continues by jigsaw reading about the influence of beliefs on motivation. We were separated into several usual and expert groups. I got the reading about beliefs of capability. A belief about capability is talking about people self-efficacy. Based on my reading, self-efficacy is the belief that one is capable of performing in a certain manner to attain certain goals (ormrod, 2006). It is similar to self-concept, however it has some differences. Self-efficacy is more specific compared to self-concept. Someone can have negative self-concept in mastering mathematics, but he/she can have high self-efficacy in solving some specific math problems. The level of someone self-efficacy can be influenced by his/ her past experience. Someone can highly beliefs that he/she has a strong capability to solve some specific mathematics problem when he/she have past experience succeeded in doing the similar mathematics problem before. However, someone also can have strong beliefs that he/she would fail in doing mathematics test when having trauma doing mathematics test before.
The other belief is talking about beliefs of future outcome. This belief is talking about how someone’s past experience can somehow influences their beliefs for the outcome they have in the future. It’s seems like when people have an outstanding experience in doing mathematics or have grade A in calculus 2 course in the past, you will have a greater expectation or target in calculus 3 course than other people who have bad experience with mathematics or people who got C in calculus 2 course.
Have you ever heard the someone said “Buah jatuh tidak jauh dari pohonnya?”, well, that statement somehow can be used to describe people who have entity view of intelligence, this view belief that intelligence is stable and fixed over the time, people who have this kind of believe would likely to say that he/she is not good at math, just because his/her parents is not good at math, he view that he become not good at math because not good at math gene that inherited from the parents. In other hand, there also other view of intelligence that called as incremental. Unlike entity, incrementalist view that intelligence is not stable and can be increased with effort. Someone who were incrementalist would likely to say “I am not good at math, but I can do better at math if I put more effort on it”.
Last but not least is belief about value. There are some kinds of value that people may have in doing something. When people do something just because he likes to do it, it comes to attainment value. However, when we do something just because we think that it’s has something that would be useful for us then it can be said to utility value. For example, I take counseling course in fourth semester, although at the beginning I did not know how the counseling skill would be supporting my profession, but I take the course because I know that counseling skill will be useful for me in the future.
Reflecting upon all the beliefs that I have learn in the class I realize that some students may have different beliefs but when they sitting in the classroom they share the same goal, that is, goal to learning. As future teacher I should be able to recognize what kind of beliefs that my students have. So, I can use those beliefs to increase their motivation to learn.