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Journal ArticleDOI

Regulation of cognitive processes through perceived self-efficacy.

Albert Bandura
- 01 Sep 1989 - 
- Vol. 25, Iss: 5, pp 729-735
TLDR
In this paper, a number of issues concerning the extension of self-efficacy theory to memory functioning are discussed, such as the multidimensionality and measurement of perceived memory capabilities, the veridicality of memory self-appraisal, the efficacious exercise of personal control over memory functioning, the psychosocial processes by which people preserve a favorable sense of selfefficacy over the life span, and strategies for generalizing the impact of training in memory skills.
Abstract
The articles included in the special series in this issue of Developmental Psychology demonstrate that perceived self-efficacy for memory functioning is an important facet of metamemory. Self-beliefs of efficacy can enhance or impair performance through their effects on cognitive, affective, or motivational intervening processes. This commentary addresses a number of issues concerning the extension of self-efficacy theory to memory functioning. These include the following: the multidimensionality and measurement of perceived memory capabilities; the veridicality of memory self-appraisal; the efficacious exercise of personal control over memory functioning; the psychosocial processes by which people preserve a favorable sense of memory self-efficacy over the life span; and strategies for generalizing the impact of training in memory skills. Much of the research on perceived self-efficacy has focused on its role in the regulation of motivation, action, and affective arousal (Bandura, 1986; 1988a, 1988b, in press). More recently, research conducted within this conceptual framework has sought to clarify how perceived self-efficacy affects thinking processes, either as events of interest in their own right or as intervening influences of other aspects of psychosocial functioning. This research has begun to delineate the ways in which self-percepts of efficacy can enhance or impair the level of cognitive functioning (Bandura, in press). These cognitive effects take various forms.

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Citations
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Journal ArticleDOI

Effects of training on Internet self-efficacy and computer user attitudes

TL;DR: Results suggest that training significantly improved Internet self-efficacy for males and females and responded with ‘high’ and ‘low’ attitude toward computers seem to equally benefit from training programs.
Journal ArticleDOI

Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement

TL;DR: In this paper, the authors evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS), and found that teachers with higher rates of general praise were found to report being more efficacious with regard to classroom management.
Journal ArticleDOI

Experimenting to Bootstrap Self-Regulated Learning

TL;DR: Self-regulated learning (SRL) is implicit in many of educational psychology's contemporary topics, including cognitive strategies, learning-to-learn, and lifelong learning as mentioned in this paper, and it has been recognized as constitutive of success in learning, problem solving, transfer, and academic success.
Journal ArticleDOI

Perceived customer showrooming behavior and the effect on retail salesperson self-efficacy and performance

TL;DR: In this article, the authors investigate individual (i.e., salesperson)-level experiential consequences of perceived showrooming and find negative relationships between perceived showroom and salesperson self-efficacy and performance, which are positively moderated by salesperson coping strategies and cross-selling strategies.
Journal ArticleDOI

Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success Incredible Years Classroom Social Skills and Problem-Solving Curriculum

TL;DR: The Incredible Years Dinosaur Social Skills and ProblemSolving Child Training Program as discussed by the authors is a small group treatment program for young children who were diagnosed with oppositional defiant and conduct disorders, which is adapted for use by preschool and elementary teachers as a prevention curriculum designed to increase the social, emotional, and academic competence, and decrease problem behaviors of all children in the classroom.
References
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Book

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TL;DR: In this paper, the authors present a detailed theory of psychological stress, building on the concepts of cognitive appraisal and coping, which have become major themes of theory and investigation in psychology.

Social Foundations of Thought and Action : A Social Cognitive Theory

TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
Journal ArticleDOI

Social Cognitive Theory of Organizational Management

TL;DR: In this article, the authors analyze organizational functioning from the perspective of social cognitive theory, which explains psychosocial functioning in terms of triadic reciprocal causation, and apply it in a series of experiments of complex managerial decision-making.
Journal ArticleDOI

Goal setting and task performance: 1969–1980.

TL;DR: A review of both laboratory and field studies on the effect of setting goals when learning or performing a task found that specific, challenging goals led more often to higher performance than easy goals, 'do your best' goals or no goals as discussed by the authors.