Self-Efficacy & Self-Regulation

Self-efficacy and self-regulation can contribute to the case study with Lisa. Self-efficacy is "a person’s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals." I do not think that Lisa has a high self-efficacy because she is always disruptive and does not strive to learn and work together with her groupmates. As the teacher, it might be a good idea to help boost Lisa's self-efficacy by talking to her about her previous experiences with groups. Maybe she has had a bad experiences with groups because if a student has low self-efficacy then it is possible it is due to one's previous failures or previous failures within a group. It would also help to build Lisa's confidence in her group-working ability. Maybe she does not think she can be good at a different position within the group, and it is important to highlight her strengths to build her self-efficacy. Also, help her build skills that will help her work in a group better.

Self-regulation is watching and monitoring one's personal progress and being motivated to learn. Teaching Lisa how to self-regulate would help her become a better group member because she would understand that even though she is working in a group, she is responsible for her part, her attitude, and her motivation. She can monitor her progress and participation and cooperation within the group. She can also learn where her strengths and weaknesses are so she can be aware of what areas she needs to pay extra close attention or work extra hard at. In addition, each group member can self-reflect and see what he/she did great and what areas might need to be improved. In addition, it may be helpful for Lisa to set goals to work towards so she can see her progress. 

I found an article about goal-setting and self-efficacy during self-regulation that has many great suggestions and further explanations. You can check it out below by clicking on the title. 

Goal Setting and Self-Efficacy During Self-Regulated Learning