Is there an optimal level of efficacy beliefs?

Alderman textbook, p. 71, asks, “Is there an optimal level of efficacy beliefs?”  Bandura (1986) suggested that "the most useful efficacy judgments are those that are slightly above what a person can perform on a specific task. “ In some ways I think Bandura is right, but I also want to point out that teachers need to be careful when exposing students to slightly more difficult tasks.  I would suggest that teachers wait until both student and teacher are confident that prior learning has taken place based on the student’s performance and demonstration of the skill.  It has been my experience that when I asked a student to take on a slightly more difficult task before the student was confident in their current level of skill, two things happened.  First, the student’s initial attempts at the more difficult task failed and the student was reluctant to try again.  Second, the student did not make a “connection” between the skill that was accomplished and the new, more difficult skill.   I think we need to blend guided instruction, independent practice, along with an explanation of the “how” and the “why” before we move students to new levels of learning, and don’t forget a big dose of encouragement.