This article addresses the centrality of the self-efficacy mechanism in human agency. Self-per- cepts of efficacy influence thought patterns, actions, and emotional arousal. In causal tests the higher the level of induced self-efficacy, the higher the perfor- mance accomplishments and the lower the emotional arousal. Different lines of research are reviewed, show- ing that the self-efficacy mechanism may have wide explanatory power. Perceived self-efficacy helps to ac- count for such diverse phenomena as changes in coping behavior produced by different modes of influence, level of physiological stress reactions, self-regulation of refractory behavior, resignation and despondency to failure experiences, self-debilitating effects of proxy control and illusory inefficaciousness, achievement strivings, growth of intrinsic interest, and career pur- suits. The influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy. Psychological theorizing and research tend to cen- ter on issues concerning either acquisition of knowledge or execution of response patterns. As a result the processes governing the interrelation- ship between knowledge and action have been largely neglected (Newell, 1978). Some of the re- cent efforts to bridge this gap have been directed at the biomechanics problem—how efferent com- mands of action plans guide the production of ap- propriate response patterns (Stelmach, 1976,1978). Others have approached the matter in terms of algorithmic knowledge, which furnishes guides for executing action sequences (Greeno, 1973; Newell, 1973). ,

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Self-efficacy mechanism in human agency

This paper discusses the role of individuals' beliefs about their abilities to competently use computers (computer self-efficacy) in the determination of computer use. A survey of Canadian managers and professionals was conducted to develop and validate a measure of computer self-efficacy and to assess both its impacts and antecedents. Computer self- efficacy was found to exert a significant influence on individuals' expectations of the outcomes of using computers, their emotional reactions to computers (affect and anxiety), as well as their actual computer use. An individual's self-efficacy and outcome expecta- tions were found to be positively influenced by the encouragement of others in their work group, as well as others' use of computers. Thus, self-efficacy represents an important individual trait, which moderates organizational influences (such as encouragement and support) on an individual's decision to use computers. Understanding self-efficacy, then, is important to the successful implementation of systems in organizations. The existence of a reliable and valid measure of self-efficacy makes assessment possible and should have implications for organizational support, training, and implementation.

https://www.jstor.org/stable/pdfplus/249688.pdf

Computer self-efficacy: development of a measure and initial test

Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested.

/pdf/self-efficacy-and-academic-motivation-28wwg3qieq.pdf

Self-Efficacy and Academic Motivation

Theories of human behavior differ in their conceptions of human nature and what they regard as the basic determinants and mechanisms governing self-development, adaptation, and change. Social cognitive theory is rooted in an agentic perspective ( Bandura 1986, 2006a). To be an agent is to influence one's own functioning and events that affect one's life. In this view people are contributors to their life circumstances, not just products of them.


Keywords:

Information Processing and Cognitions;
Psychology

https://www.uky.edu/~eushe2/Bandura/Bandura1989ACD.pdf

Social cognitive theory

This meta-analysis (114 studies, k = 157, N = 21,616) examined the relationship between self-efficacy and work-related performance. Results of the primary meta-analysis indicated a significant weighted average correlation between self-efficacy and work-related performance, G (r+) = .38, and a signif

Self-efficacy and work-related performance: A meta-analysis.

Learned helplessness through modeling: The role of perceived similarity in competence.

A reproduction design is used to show that temporal intervals containing brief tones appear longer than empty intervals of the same duration, the effect being independent of duration. These and previous data are discussed within a theoretical framework which allows for the interrelation of data from different time perception tasks; and a reversible encoding model is stated which accounts for much of the data obtained with empty intervals. A “chunking” model, in which tones occurring in an interval serve to segment the interval during encoding, can account for the filled-duration illusion if certain conditions are met. Finally, mechanisms that are consistent with these conditions are stated.

/pdf/time-perception-and-the-filled-duration-illusion-4kamr4mxx7.pdf

Time perception and the filled-duration illusion*

Role of referent concreteness in the acquisition of passive sentence comprehension through abstract modeling

The present experiment tested the hypothesis that perceived similarity between observers and models enhances vicarious emotional conditioning. Subjects were led to believe that they were either similar to the model in beliefs and attitudes, different from him or were given no information about him. They then underwent a vicarious classical conditioning procedure by witnessing the model express pain reactions in conjunction with a neutral stimulus. Observers developed emotional reactions to the neutral stimulus alone after seeing it paired with modeled pain expressions. Preceived similarity, however, had no significant effect on either the level of vicarious conditioning or the rate of extinction. Subjects who had no information concerning the model displayed stronger autonomic responses to the model's pain expressions, and more frequent and intense autonomic responses to the conditioned stimulus during tests for acquisition and extinction. In correlational analyses, subjects in the latter condition also yielded a significant positive relationship between self-reported arousal and vicarious emotional conditioning. The obtained findings were interpreted in terms of the emotion arousing properties of unfamiliarity.

Irvin Brown

Papers

Learned helplessness through modeling: The role of perceived similarity in competence.

Time perception and the filled-duration illusion*

Role of referent concreteness in the acquisition of passive sentence comprehension through abstract modeling

Effects of perceived similarity on vicarious emotional conditioning