A major goal of education is to equip children with the knowledge, skills and
self-belief to be confident and informed citizens - citizens who continue to
see themselves as learners beyond ‘graduation’. This paper looks at the key
role of nurturing efficacy beliefs in order to learn and participate in school
and society. Research findings conducted within a social studies context are
presented, showing how strategy instruction can enhance self-efficacy for
learning. As part of this research, Creative Problem Solving (CPS) was
taught to children as a means to motivate and support learning. It is shown
that the use of CPS can have positive effects on self-efficacy for learning, and
be a valuable framework to involve children in decision-making that leads to
social action. Implications for enhancing self-efficacy and motivation to learn
in the classroom are discussed.