How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
Self-Efficacy
Self-efficacy could be the reason why third grader Lisa refuses to participate in group work. Maybe she feels she is unable to perform the duties of her assigned role, so she simply does not try. If this is the case, this piece of information would be important. It could influence the way I would react to Lisa's off-task behavior. Some ways to help Lisa might include giving her one or two of the responsibilities of her assigned role that I know she will be able to accomplish and succeed in. This could boost her self-efficacy. Hopefully, she would see that she is able to succeed in this role and give the other responsibilities a try.
Self-Regulation
Self-Regulation is another important aspect of the social cognitive theory to consider with Lisa. She is doing a poor job at emotion regulation and self-monitoring. I also doubt she is using self-imposed contingencies. First, I would have Lisa set a clear goal for her participation in the group. Then, I might try having Lisa continuously monitor her behavior in the group and then evaluate her behavior and participation at the end of each group work session. We would then talk about evaluation, and I would tell her she should feel proud when she has done a good job working with the group. I would encourage her to use these and other self-regulating strategies.
Here's a video about developing self-regulating strategies. It focuses on writing, but these strategies can be used in other areas too.
http://www.youtube.com/watch?v=czNaUbeAZnA
I like how you discussed helping Lisa utilize self-imposed contingencies and and self-monitoring to achieve effective self-regulation. For classroom management purposes, it is imperative that Lisa be able to monitor and regulate her emotions. If she realizes when she is growing frustrated, she can take steps to "cool down" and maintain appropriate behavior.
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