Self-efficacy: toward a unifying theory of behavioral change.
TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.
Abstract: The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more dependable the experiential sources, the greater are the changes in perceived selfefficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. Possible directions for further research are discussed.
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TL;DR: In this article, the authors investigated how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, selfefficacy and change in level of motivation) are related.
Abstract: This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking.
351 citations
Cites background from "Self-efficacy: toward a unifying th..."
...Bandura (1977) distinguished outcome expectations and efficacy expectations. In current definitions of teacher self-efficacy, some authors focus on teachers’ perceived ability to affect student outcomes (e.g. De la Torre Cruz and Casanova Arias 2007), whilst others focus exclusively on efficacy expectations but extend this by considering the contexts in which teachers work (e.g. Tschannen-Moran et al. 1998). As Friedman and Kass’ (2002) definition takes into account the classroom context and the broader school context, as well as relational aspects—which play an important role in the work of teachers—their definition of teacher self-efficacy is followed in this study:...
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...Bandura (1993) himself refers to self-efficacy beliefs as playing a key role in motivational processes....
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...Bandura (1977) distinguished outcome expectations and efficacy expectations....
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TL;DR: In this paper, the results of a statewide needs assessment conducted by one state's Department of Education in order to tailor their system of personnel development were examined for both special and general education teachers.
Abstract: To improve educational services to students with disabilities, the United States government has mandated that each state develop a Comprehensive System of Personnel Development. The following article highlights the results of a state-wide needs assessment conducted by one state's Department of Education in order to tailor their system of personnel development. Four percent of the state's general educators, and 6% of the state's special education teachers completed the surveys for a total of 289 surveys. Perceptions of ability to positively affect students, understanding of inclusion, self-efficacy in serving students in inclusive settings, the need for inservice training in various areas, and the availability of supports to promote inclusion were examined for both special and general education teachers. In every area assessed, special education teachers rated their efficacy, ability, understanding, and resources higher than general education teachers. These results are discussed in terms of meeting profes...
351 citations
TL;DR: Using the theory of planned behavior as the theoretical base, data collected through a semi‐annual survey of Web users were used to determine if beliefs about privacy and Internet trustworthiness helped determine attitudes towards the Internet.
Abstract: Using the theory of planned behavior as the theoretical base, data collected through a semi‐annual survey of Web users were used to determine if beliefs about privacy and Internet trustworthiness helped determine attitudes towards the Internet, which were thought to affect intent to make Internet purchases. Intent, in turn, was thought to affect actual purchasing behavior. Taking Internet experience into account, general support for the model was found.
351 citations
TL;DR: The results suggest that conditioning was more powerful than verbal expectancy in creating a placebo response.
Abstract: Both conditioning and expectancy models have been offered in recent years as explanations for the placebo response. Following our earlier work on conditioning placebo responses in human subjects the current study examined the relative contribution made by conditioning and verbal expectancy. Group 1 received a Combined Expectancy and Conditioning Manipulation; group 2 received Expectancy Alone; group 3, Conditioning Alone; and group 4 was the control group. Subjects' responses were compared with and without a placebo cream, using iontophoretic pain stimulation. The results suggest that conditioning was more powerful than verbal expectancy in creating a placebo response.
351 citations
TL;DR: Specific instructional strategies used in PBL—namely the use of authentic problems of practice, collaboration, and reflection—are presented as the catalyst for students' improved self-efficacy.
Abstract: Problem-based learning (PBL) is apprenticeship for real-life problem solving, helping students acquire the knowledge and skills required in the workplace. Although the acquisition of knowledge and skills makes it possible for performance to occur, without self-efficacy the performance may not even be attempted. I examined how student self-efficacy, as it relates to being software development professionals, changed while involved in a PBL environment. Thirty-one undergraduate university computer science students completed a 16-week capstone course in software engineering during their final semester prior to graduation. Specific instructional strategies used in PBL—namely the use of authentic problems of practice, collaboration, and reflection—are presented as the catalyst for students' improved self-efficacy. Using a self-efficacy scale as pre-and postmeasures, and guided journal entries as process data, students were observed to increase their levels of self-efficacy.
351 citations
Cites background from "Self-efficacy: toward a unifying th..."
...Bandura (1977) described the development of a person’s selfefficacy perspective as a dynamic process involving self-referent thought, affect, and actions....
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...Improved self-efficacy can come from four sources: (a) vicarious experiences, (b) persuasive statements, (c) physiological states–arousal, and (d) performance accomplishments, with performance accomplishments, such as successful task completion, having the highest impact on an individual’s self-appraisal of capability ( Bandura, 1977, 1986 )....
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References
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TL;DR: In this paper, the effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it, and individuals may also differ in generalized expectancies for internal versus external control of reinforcement.
Abstract: The effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it. Acquisition and performance differ in situations perceived as determined by skill versus chance. Persons may also differ in generalized expectancies for internal versus external control of reinforcement. This report summarizes several experiments which define group differences in behavior when Ss perceive reinforcement as contingent on their behavior versus chance or experimenter control. The report also describes the development of tests of individual differences in a generalized belief in internal-external control and provides reliability, discriminant validity and normative data for 1 test, along with a description of the results of several studies of construct validity.
21,451 citations
TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.
Abstract: Una exploracion de los avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, y autoregulatorios.
20,904 citations
TL;DR: Reading motivation reconsidered the concept of competence is also a way as one of the collective books that gives many advantages as a way to develop your experiences about everything.
6,452 citations
"Self-efficacy: toward a unifying th..." refers background in this paper
...In seeking a motivational explanation of exploratory and manipulative behavior, White (1959) postulated an "effectance motive," which is conceptualized as an intrinsic drive for transactions with the environment ....
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Book•
22 Jun 2011
TL;DR: The concept of competence is also a way as one of the collective books that gives many advantages as discussed by the authors, and the advantages are not only for you, but for the other peoples with those meaningful benefits.
Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading motivation reconsidered the concept of competence is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.
5,245 citations
TL;DR: The problem of which cues, internal or external, permit a person to label and identify his own emotional state has been with us since the days that James (1890) first tendered his doctrine that "the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion" (p. 449) as mentioned in this paper.
Abstract: The problem of which cues, internal or external, permit a person to label and identify his own emotional state has been with us since the days that James (1890) first tendered his doctrine that "the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion" (p. 449). Since we are aware of a variety of feeling and emotion states, it should follow from James' proposition that the various emotions will be accompanied by a variety of differentiable bodily states. Following James' pronouncement, a formidable number of studies were undertaken in search of the physiological differentiators of the emotions. The results, in these early days, were almost uniformly negative. All of the emotional states experi-
4,808 citations