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Faculty’s Motivation to Interact with Students Outside of Class

	 In	 essence,	 personal	 agency	 beliefs	 refer	 to	 whether	 or	 not	 a	 person	 believes	 that	 	 s/he	has	the	skills	and	a	sufficiently	supportive	 environment	 to	 achieve	 a	 particular	 goal.	 Ford	 categorized	 capability	 beliefs	 into	 three	 gradations	of	beliefs	about	one’s	skill:	strong,	 moderate/variable,	 and	 weak	 beliefs.	 He	 also	 classified	context	beliefs	into	three	categories	 of	 beliefs	 about	 the	 environment:	 positive,	 neutral/variable,	or	negative.	These	categories	 represent	varied	beliefs	about	the	responsiveness	and	support	of	the	environment	in	which	 one	works.

	 Based	on	 these	two	 sets	of	gradations	and	 categories,	 Ford	 (1992)	 developed	 a	 taxonomy	 of	 10	 personal	 agency	 belief	 patterns	 that	 predict	whether	or	not	a	person	would	be	motivated	to	start,	continue,	or	stop	a	behavior.	For	 example,	people	who	have	strong	beliefs	about	 their	 skill	 levels	 and	 also	 believe	 they	 have	 a	 positive	environment	would	fall	into	the	robust	 category.	 Alternatively,	 people	 who	 have	 weak	 beliefs	about	their	skill	levels	and	also	believe	 they	work	in	a	negative	environment	would	fall	 into	the	hopeless	category.	Table	1	shows	Ford’s	 10	different	personal	agency	belief	patterns.	

Table 1
The MST Taxonomy of Personal Agency Belief Patterns
Capability beliefs Context beliefs
Positive

Strong
Robust pattern Is strong and firm in purpose or outlook Tenacious pattern Suggests strength in dealing with challenges and obstacles

Moderate or variable
Modest pattern Places a moderate estimate on one’s abilities Vulnerable pattern Functions adequately, but may be at risk under conditions of stress Discouraged pattern Is deprived of but potentially maintains some confidence or hope

Weak
Fragile pattern Is intact, but easily broken or damaged Self-doubting pattern Has a lack of faith in one’s chances for success

Neutral or variable

Negative

Accepting pattern Endures difficulties quietly and with courage OR Antagonistic pattern Tends toward actively expressed annoyance or hostility

Hopeless pattern Has no expectation of success

Adapted from Motivating Humans: Goals, Emotions, and Personal Agency Beliefs by M. Ford, 1992, Thousand Oaks, CA: Sage.

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The Journal of College and University Student Housing - Volume 38, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 1

The Journal of College and University Student Housing - Volume 38, No. 1
Contents
Introduction – Stories of Faculty Residence Hall Involvement
Understanding Faculty’s Motivation to Interact with Students Outside of Class
Faculty Perspectives on Creating Community in Residence Halls
Students As Teachers: What Faculty Learn by Living on Campus
Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
Swimming in Unchartered Waters: Understanding and Developing the Faculty Role in Residential Education
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The Journal of College and University Student Housing - Volume 38, No. 1 - Introduction – Stories of Faculty Residence Hall Involvement
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The Journal of College and University Student Housing - Volume 38, No. 1 - Faculty Perspectives on Creating Community in Residence Halls
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The Journal of College and University Student Housing - Volume 38, No. 1 - Students As Teachers: What Faculty Learn by Living on Campus
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The Journal of College and University Student Housing - Volume 38, No. 1 - Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
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The Journal of College and University Student Housing - Volume 38, No. 1 - Swimming in Unchartered Waters: Understanding and Developing the Faculty Role in Residential Education
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