Final answer:
Tilley's ability to master her schoolwork and enjoyment in learning is indicative of high self-efficacy and a positive self-concept, which are crucial for academic success. She likely has an internal locus of control, taking personal responsibility for her educational outcomes.
Step-by-step explanation:
Tilley believes she can master her schoolwork and enjoys her learning; she demonstrates high self-efficacy. Self-efficacy is the belief in one's abilities to achieve goals and overcome obstacles. It involves a positive view of challenges, seeing them as tasks to be mastered, which Tilley evidently possesses. This concept is supported by research showing that individuals with high self-efficacy tend to develop a deep interest in activities, are more committed, and bounce back quickly from setbacks. Tilley's approach to learning indicates that she not only has high self-efficacy but also that she may have an internal locus of control, associated with attributing outcomes to personal effort.
Development of a positive self-concept is another critical aspect contributing to Tilley's success. A positive self-concept, as seen in Tilley, leads to higher confidence, better performance in school, and a willingness to engage in new experiences.
In summary, Tilley's confidence and enjoyment in her academic pursuits showcase her strong self-efficacy and positive self-concept, which are integral to her success as a student. Her internal locus of control further empowers her belief in controlling her educational outcomes through personal effort.