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