Challenges Experienced by Students from low Socioeconomic

CHALLENGES EXPERIENCED BY STUDENTS FROM
LOW SOCIOECONOMIC STATUS:
SELF EFFICACY THEORY
SELF EFFICACY THEORY
Albert Bandura’s self-efficacy theory suggested that
self-efficacy is defined as one’s belief regarding their
ability to succeed in a specific situation or accomplish a
task. In order to achieve a goal, self-efficacy plays a
crucial role since it alters the beliefs of the individuals
regarding their ability to achieve the task (Luo et al.,
(2016). Taking a deep insight into the situation, in
Singapore, the children coming from low
socioeconomic backgrounds often have a poor belief
regarding self-efficiency. In this context, teachers play
a crucial role in supporting the students to achieve an
academic goal. Therefore, according to the self-efficacy
theory, the strategies used by the teachers to support
the student include:
OTHER STRATEGIES
REFERENCE:
• Altering the school policy for supporting the
students from low socioeconomic background
• Motivating them through positive reinforcement
such as positive remarks and praise ( skinner’s
operant conditioning) (Denovan & Macaskill, 2017)
• Supporting the children by developing peer-based
activities so that resilience can be learned.
•
• Alteration of low self-efficacy by increasing self-efficacy
through effective communication. Effective and
therapeutic communication empowers students to a belief
in themselves and increases their efficacy (Hamidah & Said,
2019).
• Encourage the student to involve in the academics by
taking a creative approach
• Allow students to make their own choices and make their
• Provide frequent feedback to the student and praise them
so that the self-esteem of the student can be increased.
• Use creative approach to involve students.
Luo et al., (2016).
The children from low socioeconomic status generally
lack active support, usually experience a range of
difficulties in the academic setting. The children coming
from a background where financial status is low often
experienced poor socio-emotional processing,
motivation, poor cognitive, and language development
(Luo et al., (2016). It affects self-esteem of the students,
lack of basic skills, diminished expectations, and poor
communication. In this context, support from the adults
and proper relationship with them other than parents
facilitate academic performance (Ng & Li, 2014).
Denovan, A., & Macaskill, A. (2017). Stress, resilience and leisure coping among university students: applying the
broaden-and-build theory. Leisure Studies, 36(6), 852-865.
Hamidah, J., & Said, I. (2019). Implementing Blended Learning Toward Students’ Self Efficacy in Writing Class:
Students and Teachers’ Voice. Journal of English Education and Teaching, 3(3), 270-286.
Langley, j. L. (2019). Utilizing Games to Build Resilience in Children Impacted by Divorce. Game Play: Therapeutic
Use of Games with Children and Adolescents, 221.
Luo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators
between parenting practice and homework behavior: A control-value theory perspective. Learning and
Individual Differences, 50, 275-282.
Ng, X. L., & Li, J. (2014). Policy analysis exercise: Pathways to academic excellence for students from low-income
families [Policy brief]. Lee Kuan Yew School of Public Policy. http://www.beyondresearch.sg/PAE%20Final
%20Report%20For%20Beyond.pdf
RESILIENCE THEORY
Resilience Theory argues that it's not the nature of
adversity that is most important but is the ability to
adapt in this situation. In other words, resilience is
defined as the ability to adapt well in the situation
such as stress, financial crisis, and trauma (Langley,
2019). Taking a deep insight into the situation, in
Singapore, the children coming from low
socioeconomic backgrounds often have poor
resilience. In this context, teachers play a crucial role
in building resilience. The strategies are the following:
• Building a positive relationship with students
• Teaching social and emotional skills, building self-
awareness
• Develop moderately to the difficult task which can
be performed under stress (Denovan & Macaskill,
2017)
• Building a positive relationship with the parents of
the students and involve parents in the teaching
• Fostering a positive relationship to motivate them