Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Expectancy-Value Theory of Achievement Motivation.

Teacher efficacy: capturing an elusive construct

Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)

Attaining self-regulation: A social cognitive perspective.

The power of feedback.

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, followed 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 particularized 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 definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.

Self-Efficacy Beliefs in Academic Settings

Path analysis was used to test the predictive and mediational role of self-efficacy beliefs in mathematical problem solving. Results revealed that math self-efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Self-efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of self-efficacy. Men had higher performance, self-efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of self-efficacy, for gender had a direct effect only on self-efficacy and a prior experience variable. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. Social cognitive theory suggests that self-efficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how long they persevere in the face of challenge. According to Bandura (1986), how people behave can often be better predicted by their beliefs about their capabilities than by what they are actually capable of accomplishing , for these beliefs help determine what individuals do with the knowledge and skills they have. Although researchers have established that self-efficacy is a strong predictor of behavior (Maddux, Norton, & Stoltenberg, 1986), research on the relationship between self-efficacy and academic performance in areas such as mathematics is still limited (Bouffard-Bouchard, 1989). Studies of math self-efficacy have been largely correlational, and researchers have emphasized the need to construct causal models with which to conceptualize and test hypothesized relationships (Hackett & Betz, 1989; Meece, Wigfield, & Eccles, 1990). When causal modeling has been used, most models have excluded key variables identified as influencing math performance (most notably, self-concept), or the theoretical framework used to hypothesize relationships was not based on social cognitive theory. Thus, results have added little to a better understanding of self-efficacy's influence. Bandura (1986) hypothesized that self-efficacy beliefs mediate the effect of other determinants of performance such as gender and prior experience on subsequent perfor

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

Publisher Summary This chapter describes the development of academic self-efficacy. This chapter focuses on the development of one type of motivational process: perceived self-efficacy. Self-efficacy refers to beliefs about one's capabilities to learn or perform behaviors at designated levels. It provides theoretical background information on self-efficacy to show its relation to other similar motivation constructs. According to this chapter, self-efficacy has been shown to play an important role in achievement contexts, and much research supports the idea that it can influence the instigation, direction, persistence, and outcomes of achievement-related actions. In this chapter it traced the purpose of self-efficacy changes with development and has elucidated variables that affect this change. It also suggests profitable areas of future research. This chapter encourages by the rapid increase in self-efficacy research. This chapter concludes that the future should provide greater clarification of the operation of self-efficacy in different domains and highlight ways that self-efficacy can be enhanced in learners across developmental levels.

https://www.uky.edu/~eushe2/Pajares/SchunkPajares2001.PDF

The development of academic self-efficacy.

The purpose of this article is to examine the contribution made by the selfefficacy component of A. Bandura’s (1986) social cognitive theory to the study of writing in academic settings. A brief overview of Bandura’s social cognitive theory and of self-efficacy is first provided, followed by a description of the manner in which writing self-efficacy beliefs are typically operationalized and assessed. This is followed by a synthesis of research findings that address the relationship between writing self-efficacy, other motivation constructs related to writing, and writing outcomes in academic settings. These findings demonstrate that students’ confidence in their writing capabilities influence their writing motivation as well as various writing outcomes in school. Academic implications and strategies that may help guide future research are offered. When learning theorists first proposed views of social learning that rejected behaviorist notions of associationism in favor of drive reduction principles, they did not take into account the creation of novel responses or the processes of delayed and nonreinforced imitations. Bandura and Walters (1963) broadened the frontiers of social learning theory with the nowfamiliar principles of observational learning and vicarious reinforcement. Rejecting the behaviorists’ indifference to self-processes, Bandura (1986) later proposed a view of human functioning that emphasized the role of self-referent beliefs. In this sociocognitive perspective, individuals are viewed as proactive and self-regulating rather than as reactive and controlled by biological or environmental forces. Also in this view, individuals are understood to possess self-beliefs that enable them to exercise a measure of control over their thoughts, feelings, and actions. In all, Bandura painted a portrait of human behavior and motivation in which the beliefs that people have about their capabilities are critical elements. In

https://www.uky.edu/~eushe2/Pajares/Pajares2003RWQ.pdf

Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature

The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

Frank Pajares

Papers

Self-Efficacy Beliefs in Academic Settings

Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.

The development of academic self-efficacy.

Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature

Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions