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

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

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

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.

Burnout is a unique type of stress syndrome, characterized by emotional exhaustion, depersonalization, and diminished personal accomplishment. Although burnout has been shown to be potentially very costly in the helping professions, such as nursing, education, and social work, little work has been done thus far to establish its generalizability to industry. This article reviews the literature on burnout and provides a conceptual framework designed to improve the understanding of burnout. Propositions are presented that are aimed at clarifying the dynamics of burnout, including determinants of and interrelationships among the three burnout components.

A Review and an Integration of Research on Job Burnout

Both in our teaching and in our research, self-evaluation is coming to be recognized as an important facet of the writing process. Donald Murray first opened our eyes to the importance of self-evaluation when he described how he conducts a writing conference. One of the first questions he asks when a writer turns in a piece is "How do you feel about it?" He then goes on to ask a series of questions that encourage the writer to assess the strengths and weaknesses of the work. In a recent CCC article, "How Writers Evaluate Their Own Writing" (CCC, May, 1982), Susan Miller similarly stresses that self-evaluation is an essential step in effective writing processes. Several other composition researchers including Beach, Perl, Pianko, Flower and Hayes, and Sommers have demonstrated that assessment of one's written work can influence

Self-Efficacy and Writing: A Different View of Self-Evaluation

The Department of Veterans Affairs (VA) uses the Neurobehavioral Symptom Inventory (NSI) to measure postconcussive symptoms in its comprehensive traumatic brain injury (TBI) evaluation. This study examined the NSI's item properties, internal consistency, and external validity. Data were obtained from a federally funded study of the experiences of combat veterans. Participants included 500 Operations Iraqi and Enduring Freedom veterans, 219 of whom sustained at least one TBI. Data were collected at five VA medical centers and one VA outpatient clinic across upstate New York. Measures included neuropsychological interview, NSI, Beck Anxiety Inventory, Beck Depression Inventory-II, and Posttraumatic Stress Disorder Checklist-Military Version. The NSI demonstrated high internal consistency (total alpha = 0.95; subscale alpha = 0.88 to 0.92). Subscale totals based on Caplan et al.'s factor analysis correlated highly with the NSI total score (r = 0.88 to 0.93). NSI scores differentiated veterans with TBI history from those without but were strongly influenced by variance associated with probable posttraumatic stress disorder, depression, and generalized anxiety. Results suggest that the NSI is a reliable and valid measure of postconcussive symptoms. Scale validity is evident in the differentiation of TBI and non-TBI classifications. The scale domain is not limited to TBI, however, and extends to detection of probable effects of additional affective disorders prevalent in the veteran population.

/pdf/psychometric-study-of-the-neurobehavioral-symptom-inventory-ntto87zswv.pdf

Psychometric study of the Neurobehavioral Symptom Inventory.

This exploratory field study examined Bandura's (1977) self-efficacy model to determine how well efficacy expectations predicted writing performance, and whether cognitive (deep processing) and affective (anxiety) variables were related to efficacy expectations. Other variables assessed with respect to efficacy and writing performance were race, sex, an English entrance exam (ACT) score, and locus of control. Subjects were college freshmen enrolled in introductory writing courses. The major findings were that (a) efficacy expectations predicted writing on phase 1 (beginning of writing course) data, but not phase 2 (end of course); (b) depth of processing, locus of control, and anxiety were related in varying degrees to amount of efficacy and to the accuracy of efficacy predictions of writing; (c) subjects significantly overestimated their writing performance, the discrepancy being even larger at phase 2. These results provide partial support for the construct validity of self-efficacy and suggest that cognitive and affective variables influence efficacy.

Validity of self-efficacy as a predictor of writing performance

Considerable confusion exists in the burnout literature about the similarities and separateness among the constructs of burnout, depression and job satisfaction. This study examined the construct validity of burnout using Campbell & Fiske's multitrait-multimethod approach. The constructs of burnout, depression and orderliness (chosen as a discriminant construct) were assessed by three types of self-report instruments. Data were analysed for 181 females and 139 male faculty members who spent at least 50 per cent of their time in teaching. Results indicated that measures of burnout largely met Campbell & Fiske's criteria for construct validity: burnout measures possessed adequate to good internal reliability and convergent validity. However, burnout measures also correlated substantially with measures of depression. Results are discussed in terms of possible explanations for the substantial overlap that has been demonstrated among measures of burnout, depression and job satisfaction.

Scott T. Meier

Papers

Self-Efficacy and Writing: A Different View of Self-Evaluation

Psychometric study of the Neurobehavioral Symptom Inventory.

Validity of self-efficacy as a predictor of writing performance

The construct validity of burnout

The burned-out college student: A descriptive profile.