<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In order to manage the challenges of the 21<sup>st</sup> century, the assessment of individual self-efficacy constitutes an important factor in the educational context; both on the personal as well as on the social and organisational level. This fact justifies the consideration of self-efficacy as a basic competence, whose development must be started on the primary level. Pupils and teachers realise the resources that contribute to the development of a successful self-concept: increased motivation, a courageous selection of tasks to be fulfilled, and the possible influence on future social and economic developments. During their formation pedagogues are learners and teachers at the same time. In their lectures they deal with Social Entrepreneurship Education and competences connected with it. They reflect their own potential to exert influence and develop strategies to support pupils/students in the development of their own self-concept. In accordance with current findings the re-formulation of the curriculum of primary and secondary level demonstrates a development towards conceptual learning in larger contexts, following the principles of self-guidance and activity-orientation.</p></abstract>

In order to manage the challenges of the 21st century, the assessment of individual self-efficacy constitutes an important factor in the educational context; both on the personal as well as on the social and organisational level. This fact justifies the consideration of self-efficacy as a basic competence, whose development must be started on the primary level. Pupils and teachers realise the resources that contribute to the development of a successful self-concept: increased motivation, a courageous selection of tasks to be fulfilled, and the possible influence on future social and economic developments. During their formation pedagogues are learners and teachers at the same time. In their lectures they deal with Social Entrepreneurship Education and competences connected with it. They reflect their own potential to exert influence and develop strategies to support pupils/students in the development of their own self-concept. In accordance with current findings the re-formulation of the curriculum of primary and secondary level demonstrates a development towards conceptual learning in larger contexts, following the principles of self-guidance and activity-orientation.

Self-Efficacy in Social Science

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Self-Efficacy in Social Science"}

In order to manage the challenges of the 21st century, the assessment of individual self-efficacy constitutes an important factor in the educational context;...

Self-Efficacy in Social Science

Publié en ligne: 31 déc. 2019

Pages: 49 - 59

DOI: https://doi.org/10.2478/dcse-2019-0017

Mots clés
self-efficacy, self-concept, social entrepreneurship education (SEE), action competence

© 2019 Gerlinde Pröbstl et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Self-Efficacy in Social Science

Publié en ligne: 31 déc. 2019

Pages: 49 - 59

DOI: https://doi.org/10.2478/dcse-2019-0017

Mots clésself-efficacy, self-concept, social entrepreneurship education (SEE), action competence

© 2019 Gerlinde Pröbstl et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
self-efficacy, self-concept, social entrepreneurship education (SEE), action competence