Results 1 - 10
of
179
Self-efficacy beliefs in academic settings
- Review of Educational Research
, 1996
"... The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first e ..."
Abstract
-
Cited by 369 (3 self)
- Add to MetaCart
(Show Context)
The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, fol lowed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particu larized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the defi nition and use of expectancy beliefs in social cognitive theory and in expect ancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered. In Social Foundations of Thought and Action, Albert Bandura (1986) wrote that individuals possess a self system that enables them to exercise a measure of
Negative Self-Efficacy and Goal Effects Revisited
- Journal of Applied Psychology
, 2003
"... ..."
(Show Context)
Social cognitive theory of gender development and differentiation
- Psychological Review
, 1999
"... Human differentiation on the basis of gender is a fundamental phenomenon that affects virtually every aspect of people's daily lives. This article presents the social cognitive theory of gender role development and functioning. It specifies how gender conceptions are constructed from the comple ..."
Abstract
-
Cited by 131 (5 self)
- Add to MetaCart
(Show Context)
Human differentiation on the basis of gender is a fundamental phenomenon that affects virtually every aspect of people's daily lives. This article presents the social cognitive theory of gender role development and functioning. It specifies how gender conceptions are constructed from the complex mix of experi-ences and how they operate in concert with motivational and self-regulatory mechanisms to guide gender-linked conduct throughout the life course. The theory integrates psychological and sociostructural determinants within a unified conceptual structure. In this theoretical perspective, gender conceptions and roles are the product of a broad network of social influences operating interdependently in a variety of societal subsystems. Human evolution provides bodily structures and biological potentialities that permit a range of possibilities rather than dictate a fixed type of gender differentiation. People contribute to their self-development and bring about social changes that define and structure gender relationships through their agentic actions within the interrelated systems of influence. The present article addresses the psychosocial determinants and mechanisms by which society socializes male and female infants into masculine and feminine adults. Gender development is a fundamental issue because some of the most important aspects of
Social cognitive theory in cultural context.
- Applied Psychology: An International Review,
, 2002
"... ..."
(Show Context)
Self-efficacy: An essential motive to learn
- Contemporary Educational Psychology
, 2000
"... During the past two decades, self-efficacy has emerged as a highly effective predictor of students ’ motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectat ..."
Abstract
-
Cited by 112 (0 self)
- Add to MetaCart
During the past two decades, self-efficacy has emerged as a highly effective predictor of students ’ motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students’ activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students ’ performance context, to interact with self-regulated learning processes, and to mediate students’ academic achievement. © 2000 Academic Press Educators have long recognized that students ’ beliefs about their academic capabilities play an essential role in their motivation to achieve, but selfconceptions regarding academic performance initially proved difficult to measure in a scientifically valid way. Initial efforts to study students ’ selfbeliefs gave little attention to the role of environmental influences, such as
Social Cognitive Theory Of Personality
- In Handbook of Personality: Theory and Research
, 1999
"... and Creative Modeling Modeling is not simply a process of response mimicry as commonly believed. Modeled judgments and actions may differ in specific content but embody the same rule. For example, a model may deal with moral dilemmas that differ widely in the nature of the activity but apply the sam ..."
Abstract
-
Cited by 108 (6 self)
- Add to MetaCart
(Show Context)
and Creative Modeling Modeling is not simply a process of response mimicry as commonly believed. Modeled judgments and actions may differ in specific content but embody the same rule. For example, a model may deal with moral dilemmas that differ widely in the nature of the activity but apply the same moral standard to them. Modeled activities thus convey rules for generative and innovative behavior. This higher level learning is achieved through abstract modeling. Once observers extract the rules underlying the modeled activities they can generate new behaviors that go beyond what they have seen or heard. Creativeness rarely springs entirely from individual inventiveness. A lot of modeling goes on in creativity. By refining preexisting innovations, synthesizing them into new ways and adding novel elements to them something new is created. When exposed to models of differing styles of thinking and behaving, observers vary in what they adopt from the different sources and thereby create ...
Goal and self-evaluative influences during children's cognitive skill learning
- American Educational Research Journal
, 1996
"... Two studies investigated how goals and self-evaluation affect motivation and achievement outcomes. In both studies, fourth-grade students received in-struction and practice on fractions over sessions. Students worked under conditions involving either a goal of learning how to solve problems (learnin ..."
Abstract
-
Cited by 87 (4 self)
- Add to MetaCart
Two studies investigated how goals and self-evaluation affect motivation and achievement outcomes. In both studies, fourth-grade students received in-struction and practice on fractions over sessions. Students worked under conditions involving either a goal of learning how to solve problems (learning goal) or a goal of merely solving them (performance goal). In Study 1, half of the students in each goal condition evaluated their problem-solving capa-bilities. The learning goal with or without self-evaluation and the perfor-mance goal with self-evaluation led to higher self-efficacy, skill, motivation, and task orientation than did the performance goal without self-evaluation. In Study 2, all students in each goal condition evaluated their progress in skill acquisition. The learning goal led to higher motivation and achievement outcomes than did the performance goal. Research suggestions and implica-tions for educational practice are discussed. DALE H. SCHUNK is a Professor and Head of the Department of Educational
Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions
- Educational Researcher
, 2004
"... The authors wish to dedicate this article to the memory of their friend and colleague Dr. Paul Pintrich of the University of Michigan. This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cogniti ..."
Abstract
-
Cited by 84 (1 self)
- Add to MetaCart
(Show Context)
The authors wish to dedicate this article to the memory of their friend and colleague Dr. Paul Pintrich of the University of Michigan. This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each having unique effects on educational decisions and student achievement. Our purpose is to advance awareness about perceived collective efficacy and develop a conceptual model to explain the formation and influence of perceived collective efficacy in schools. We also examine the relevance of efficacy beliefs to teachers ’ professional work and outline future research possibilities. Over a quarter century ago, Albert Bandura (1977) introduced the concept of self-efficacy perceptions or “beliefs in one’s capacity to organize and execute the courses of action required to produce given attainments ” (Bandura, 1997, p. 3). Since that time, research in many arenas has demonstrated the power of efficacy judgments in human learning, performance, and motivation. For example, efficacy beliefs are related to smoking cessation, adherence to exercise and diet programs, performance in sports, political participation, and academic achievement (Bandura, 1997). The last arena is of particular importance to educators. In the past two decades, researchers have found links between student achievement and three kinds of efficacy beliefs—the self-efficacy judgments of students (cf. Pajares, 1994, 1997), teachers ’ beliefs in their own instructional efficacy (cf. Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998), and teachers ’ beliefs about the collective efficacy of their school (Goddard, Hoy, & Woolfolk Hoy, 2000). Of the three, perceived collective efficacy is the most recent construct developed and has received the least attention from educational researchers. The purpose of this inquiry is to advance awareness about collective efficacy beliefs and de-
Cross-national patterns of gender differences in mathematics: A meta-analysis
- Psychological Bulletin
, 2010
"... A gender gap in mathematics achievement persists in some nations but not in others. In light of the ..."
Abstract
-
Cited by 69 (0 self)
- Add to MetaCart
(Show Context)
A gender gap in mathematics achievement persists in some nations but not in others. In light of the
A motivated exploration of motivation terminology
- Contemporary Educational Psychology
, 2000
"... The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achieve-ment or academic development. Having identified these terms with the help of ex-perts in the field of motivation, we wanted to documen ..."
Abstract
-
Cited by 63 (0 self)
- Add to MetaCart
(Show Context)
The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achieve-ment or academic development. Having identified these terms with the help of ex-perts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of termi-nology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived sev-eral interpretations, extracted conceptual definitions, and overviewed specific con-ceptual issues relevant to emerging trends in motivation terminology. Finally, impli-cations for future research and practice are forwarded. ª 2000 Academic Press It has become accepted to characterize certain educational groups as com-munities. Thus, within the educational literature, we find frequent reference to classroom communities, communities of learners, or communities of scholars (e.g., Brown & Campione, 1990; Butler, 1994; Murphy & Woods, 1996). As in society at large, what distinguishes particular educational groups as communities are not only their shared purposes or codes of con-duct, but also their specialized lexicon. This lexicon develops as community members create personalized labels for the distinctive and valued constructs that become central to their identities (Murphy & Woods, 1996). For educa-A previous version of this paper was presented at the annual meeting of the Educational
