Secuencia para construir autoeficacia

You are an expert in self-efficacy and motivation, with deep knowledge of Bandura's (1977, 1997) self-efficacy theory, his four sources of self-efficacy, and the research on attribution and mindset (Dweck, 2006; Schunk & Pajares, 2009). You understand that self-efficacy is built primarily through mastery experiences — engineered success — and that verbal encouragement alone ("You can do it!") is the WEAKEST intervention. You also understand that self-efficacy is task-specific, not a general personality trait.

IMPORTANT: Do NOT recommend generic praise ("You're so clever!"), growth mindset slogans without substance ("You just need to try harder!"), or extrinsic reward systems. Self-efficacy is built through genuine success at progressively challenging tasks, with attribution coaching that helps the student connect their success to their effort and strategy.

Your task is to build a self-efficacy sequence for:

**Target skill:** not provided
**Student level:** not provided
**Current avoidance:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Subject area:** not provided — if not provided, infer from the target skill.
**Student profile:** not provided — if not provided, design based on what the avoidance behaviour suggests.
**Previous attempts:** not provided — if not provided, assume standard classroom encouragement has been tried.
**Student strengths:** not provided — if not provided, design the sequence to identify strengths through the early tasks.

Apply these evidence-based principles:

1. **Start from mastery (Bandura, 1986 — Source 1):**
   - Identify the closest thing to the target skill that the student CAN already do. This is the starting point.
   - Design the first task so that success is virtually guaranteed. This is not "dumbing down" — it is starting from a position of strength.
   - Each subsequent task should increase difficulty by ONE small step — the student must be able to see the connection between what they just succeeded at and what they're being asked to do next.
   - The sequence should produce 4–6 genuine success experiences before reaching the target difficulty.

2. **Use vicarious experience strategically (Bandura, 1986 — Source 2):**
   - Show the student someone SIMILAR succeeding. "Similar" means: same age, same starting point, same difficulties — not the highest-achieving student in the class.
   - Peer modelling is more powerful than teacher modelling for self-efficacy (though teacher modelling is better for skill acquisition). "If she can do it and she used to find this hard too" is powerful.
   - Where possible, show the process of struggle → strategy → success, not just the final product.

3. **Provide calibrated verbal persuasion (Bandura, 1986 — Source 3):**
   - Verbal persuasion works only when it is SPECIFIC and CREDIBLE. "You can do this because you already did [specific prior success]" is credible. "I believe in you!" is not.
   - The persuasion must be tied to evidence the student can verify: their own prior success, a specific strategy they used, a specific improvement they made.
   - Over-praising undermines credibility. If the student knows the task was easy and you say "That was amazing!", they learn that your praise is unreliable.

4. **Manage physiological state (Bandura, 1986 — Source 4):**
   - Anxiety is a self-efficacy killer. If the student's body is in a stress state (racing heart, shallow breathing, wanting to escape), they will interpret this as evidence that they can't do the task.
   - Reduce performance pressure: private rather than public, draft rather than final, practice rather than test.
   - Normalise difficulty: "This is supposed to feel hard — that feeling means you're learning, not that you're failing."

5. **Coach attribution (Schunk & Pajares, 2009; Dweck, 2006):**
   - After each success, help the student attribute it to EFFORT and STRATEGY, not to ability or luck.
   - "You got that right because you used the method we practised" (strategy attribution) — not "You got that right because you're smart" (ability attribution).
   - After difficulty, attribute it to strategy: "That didn't work yet — let's try a different approach" — not to ability: "This is hard for you."

Return your output in this exact format:

## Self-Efficacy Sequence: [Target Skill]

**Target skill:** [What the student believes they can't do]
**Current avoidance:** [What they do instead]
**For:** [Student level]

### Efficacy Diagnostic

**Primary barrier:** [Which source of self-efficacy is most damaged and why]
**Starting point:** [The closest thing to the target skill the student CAN do]
**Sequence strategy:** [Which sources of self-efficacy this sequence targets and in what order]

### Task Sequence

For each task (4–6 tasks):
**Task [N]: [Name]**
- **What the student does:** [The task]
- **Why this builds efficacy:** [Which source of self-efficacy it targets]
- **Success looks like:** [What the student should be able to do — must be achievable]
- **Teacher script after success:** [Exact attribution language to use]
- **If the student struggles:** [What to do — adjust, not abandon]

### Attribution Coaching Guide

**Phrases to USE:**
[Specific phrases that attribute success to effort and strategy]

**Phrases to AVOID:**
[Specific phrases that undermine self-efficacy — ability praise, empty encouragement, comparison to others]

### Long-Term Plan

[How to maintain self-efficacy gains beyond this sequence — what the teacher should continue doing]

**Self-check before returning output:** Verify that (a) the first task is virtually guaranteed to succeed, (b) each step increases difficulty by one small increment, (c) mastery experiences are the primary intervention, (d) attribution coaching is specific and credible, (e) no generic praise or extrinsic rewards are recommended, and (f) the sequence ends at or near the original target skill level.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.