From novice to master: a three-phase developmental study on the self-efficacy of traditional handicraft artisans.

To achieve the Sustainable Development Goals (SDGs), modern STEM education urgently needs to integrate learners' cognitive, affective, and behavioral development within complex practical teaching. However, the understanding of the underlying psychological evolution mechanisms in such long-term practice remains insufficient. Notably, these educational concepts have long been substantively embodied and practiced within the traditional handicraft apprenticeship model, through which numerous highly skilled artisans have been cultivated. Consequently, the learning journey of traditional handicraft artisans from novice to master serves as an ideal, historically rich, and demonstrably effective case for investigating the aforementioned psychological mechanisms. To uncover the core psychological dynamics underpinning the skill refinement of traditional handicraft artisans, this study focuses on the sources and development of self-efficacy. Guided by grounded theory, semi-structured retrospective interviews were conducted with 10 senior artisans, leading to the construction of a three-phase model comprising nine key themes related to the sources of self-efficacy. The findings reveal significant phase-specific differences in the sources of artisans' self-efficacy along their skill development: (1) In the foundational mastery phase, it primarily stems from affective states, vicarious experience, and mastery experience. (2) In the proficiency and application phase, the core sources shift to external support, vicarious experience, and affective states. (3) In the breakthrough and innovation phase, the emphasis is on self-regulation, physiological and affective states, and mastery experience. Specifically, the concept of "social persuasion" proposed by Bandura manifests more as "external support" during the proficiency phase within the context of handicraft practice. Meanwhile, the "physiological state" dimension within "physiological and affective states" appears less salient in both the foundational acquisition and proficient application stages. Furthermore, "self-regulation" emerges as a distinct source, emphasizing autonomous authority over the creative process. This extends beyond skill-based confidence, constituting a key characteristic of the innovation phase. Based on these findings, this study proposes corresponding program design implications for each phase: the foundational phase should prioritize creating a guidance-oriented exploratory environment; the proficiency phase necessitates building an application platform connecting diverse resources; and the innovation phase should focus on constructing a meaning-making community with a high degree of autonomy. This research not only deepens the understanding of Bandura's self-efficacy theory within the unique context of long-term skill acquisition by traditional handicraft artisans but also provides a psychological perspective for designing phased skill cultivation programs in this field.