week 12

Interesting: I originally assumed I was going to enjoy the Bandura reading over Pintrich and Schunck, but was wrong. I thought the Pintrich and Schunck reading overall was more interesting. I thought the "Use of younger child models also could enhance observers' self-efficacy; observers may believe that if younger children can learn, they can too". Several of our past readings have discussed the concept of higher skilled peers and of coarse one (or I) infers same age or slightly older. The simple idea that it could be younger for some reason didn't cross my mind. The interesting part is the idea that it could potentially inspire someone and give them a better boost even more so with younger children being the "teacher" - the whole idea "if they can do it - I can too" comes into play.
Self modeling - having children watch their selves - thus increasing their self-efficiacy and motivation was interesting, yet I wonder how much research has been done. I just know that watching myself in certain tasks may be positive (if I think I was doing good when I watched), may help me improve, but also may be negative (if I thought I looked "dumb" or whatever).

Confusing: I'm wondering if in coping models (Pintrich) instead of just demonstrating deficiencies and typical fears that you can just discuss. The way it is discussed it seems like you actually have to "mess up". Can it be more of a discussion/slash demonstration. (Perhaps I'm thinking more of "similiarity" ideas with modeling.) I'm just thinking of people who are "models" and explain there past mistakes in life or a past activity. For example, stating that you, too, use to be bad at (whatever) and you would make mistakes and then you learned to correct or improve by doing "so and so". That would be coping too - although not like the math example where it was done on the spot - more past tense. I would assume that seeing and experiencing it in the now would be more beneficial but...
The Bandura reading made it more clear what the difference between self-concept and self-efficacy along with the difference between self-esteem and self-efficacy. However, now I'm confused, is there (and if so what is it) a difference between self-concept and self-esteem? The reading leads me to think they are the same.
I'm curious, when Pintrich and Schunck's refer to "educational seduction" - how often does this typically occur? In there example the students thought they learned and it was just nonsense. Later they state that "enthusiastic teachers help foster students' interest and motivation" and "model enthusiasm seems to be an important way to enhance student motivation and thus learning". Does that mean that occasionally thinking you are learning something is OK - it may boost your motivation, ect, which may help you at other potential learning times?

Familiar or anticipate: Pintrich and Schunck's statement that "the best models may be students who are equal to or slightly more competent than observers" is very familiar to ideas stated in previous readings. It's Vygotskian - working with more highly skilled peers - boosting your ZPD - ect.
An idea in stated in Bandura's reading reminded me of Piaget and his idea of accommodation - we adjust to new information. I think this is a constant occurrance - both consciously and unconsciously - sometimes to a large degree and sometimes to only a minute degree.