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Journal ArticleDOI

Self-efficacy: toward a unifying theory of behavioral change.

01 Mar 1977-Psychological Review (American Psychological Association)-Vol. 84, Iss: 2, pp 191-215
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.
Citations
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Journal ArticleDOI
TL;DR: In this paper, the AMOS 7 scale for measuring teacher self-efficacy was used to explore relations between teachers' perception of the school context, teacher selfefficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish.

1,085 citations


Cites background from "Self-efficacy: toward a unifying th..."

  • ...A possible causal interpretation is that low teacher self-efficacy may result in feelings of burnout (Bandura, 1997; Evers et al., 2002; Skaalvik & Skaalvik, 2007). For instance, Skaalvik and Skaalvik (2007) argued that low expectation of classroom management increases occupational stress, which may increase emotional exhaustion as well as depersonalization....

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  • ...Self-efficacy is grounded in the theoretical framework of social cognitive theory emphasizing the evolvement and exercise of human agency e that people can exercise some influence over what they do (Bandura, 2006a). Bandura (2006a) maintains that in this conception, people are self-organizing, proactive, selfregulating, and self-reflecting....

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Journal ArticleDOI
TL;DR: The authors reviewed the theoretical basis of several prominent social-psychological interventions and emphasized that they have lasting effects because they target students' subjective experience and beliefs, such as their belief that they had the potential to improve their intelligence or that they belong and are valued in school.
Abstract: Recent randomized experiments have found that seemingly “small” social-psychological interventions in education—that is, brief exercises that target students’ thoughts, feelings, and beliefs in and about school—can lead to large gains in student achievement and sharply reduce achievement gaps even months and years later. These interventions do not teach students academic content but instead target students’ psychology, such as their beliefs that they have the potential to improve their intelligence or that they belong and are valued in school. When social-psychological interventions have lasting effects, it can seem surprising and even “magical,” leading people either to think of them as quick fixes to complicated problems or to consider them unworthy of serious consideration. The present article discourages both responses. It reviews the theoretical basis of several prominent social-psychological interventions and emphasizes that they have lasting effects because they target students’ subjective experien...

1,079 citations


Cites background from "Self-efficacy: toward a unifying th..."

  • ...For instance, if a student concludes that a bad grade means that he cannot cut it in math, the student may not invest the time and effort needed to improve his Social-Psychological Interventions in Education math grades (Bandura, 1977)....

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Journal ArticleDOI
TL;DR: In this paper, the authors examine the relationship of psychological ownership with work attitudes and work behaviors, and find that psychological ownership increased explained variance in organization-based self-esteem and organizational citizenship behavior (both peer and supervisor observations of citizenship).
Abstract: Summary An increasing number of scholars and practitioners have emphasized the importance of ‘feelings of ownership’ for the organization (even when employees are not legal owners). In this exploratory study, we examine the relationships of psychological ownership with work attitudes and work behaviors. We start by developing hypotheses based on the psychology of possession and psychological ownership literatures. We then test these hypotheses with data from three field samples, using responses from over 800 employees, as well as manager and peer observations of employee behavior. Results demonstrate positive links between psychological ownership for the organization and employee attitudes (organizational commitment, job satisfaction, organization-based self-esteem), and work behavior (performance and organizational citizenship). More important, psychological ownership increased explained variance in organization-based self-esteem and organizational citizenship behavior (both peer and supervisor observations of citizenship), over and above the effects of job satisfaction and organizational commitment. Contrary to prior theoretical work on psychological ownership, results, however, fail to show an incremental value of psychological ownership in predicting employee performance. Copyright # 2004 John Wiley & Sons, Ltd.

1,077 citations


Cites background from "Self-efficacy: toward a unifying th..."

  • ...Feeling efficacious is a general human need to feel capable in specific areas (Bandura, 1977)....

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  • ...25, 439–459 (2004) Feeling efficacious is a general human need to feel capable in specific areas (Bandura, 1977)....

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Journal ArticleDOI
TL;DR: Results suggest that IQ and parenting scores are markers of fundamental adaptational systems that protect child development in the context of severe adversity.
Abstract: Competent outcomes in late adolescence were examined in relation to adversity over time, antecedent competence and psychosocial resources, in order to investigate the phenomenon of resilience. An urban community sample of 205 (114 females, 90 males; 27% minority) children were recruited in elementary school and followed over 10 years. Multiple methods and informants were utilized to assess three major domains of competence from childhood through adolescence (academic achievement, conduct, and peer social competence), multiple aspects of adversity, and major psychosocial resources. Both variable-centered and person-centered analyses were conducted to test the hypothesized significance of resources for resilience. Better intellectual functioning and parenting resources were associated with good outcomes across competence domains, even in the context of severe, chronic adversity. IQ and parenting appeared to have a specific protective role with respect to antisocial behavior. Resilient adolescents (high adversity, adequate competence across three domains) had much in common with their low-adversity competent peers, including average or better IQ, parenting, and psychological well-being. Resilient individuals differed markedly from their high adversity, maladaptive peers who had few resources and high negative emotionality. Results suggest that IQ and parenting scores are markers of fundamental adaptational systems that protect child development in the context of severe adversity.

1,075 citations


Cites background from "Self-efficacy: toward a unifying th..."

  • ...Additionally, in the presence of cumulative risk or adversity, good parentingself (Bandura, 1977, 1986; White, 1959; see Masten & Coatsworth 1995)....

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Journal ArticleDOI
TL;DR: For instance, the authors showed that positive affect, induced in any of three ways, influenced categorization of either of two types of stimuli (words or colors) and showed that people in whom positive affect had been induced tended to create and use categories more inclusively than did subjects in a control condition, and on the other task they tended to rate more low-prototypic exemplars of a category as members of the category.
Abstract: Three studies and a pilot experiment showed that positive affect, induced in any of three ways, influenced categorization of either of two types of stimuli—words or colors. As reflected by performance on two types of tasks (rating and sorting), people in whom positive affect had been induced tended to create and use categories more inclusively than did subjects in a control condition. On one task, they tended to group more stimuli together, and on the other task they tended to rate more low-prototypic exemplars of a category as members of the category. These results are interpreted in terms of an influence of affect on cognitive organization or on processes that might influence cognitive organization. It is suggested that borderline effects of negative affect on categorizatio n, obtained in two of the studies, might result from normal people's attempts to cope with negative affect. Recent research has suggested that positive affect may have a pervasive effect on cognitive processes. For example, a mild positive affective state has been shown to be capable of serving as a retrieval cue for positive material in memory, regardless of the affective state the subject was in when the list was learned, influencing such measures as the reaction time for recall of positive words and the subset of words likely to be recalled from a memorized list (e.g., Isen, Shalker, Clark, & Karp, 1978; Laird, Wagener, Halal, & Szegda, 1982; Nasby & Yando, 1982; Teasdale &

1,072 citations

References
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Journal ArticleDOI
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

Journal ArticleDOI
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

Journal ArticleDOI
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

Journal ArticleDOI
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

Trending Questions (1)
What are the key components of a theory of change in mental health?

The key components of a theory of change in mental health include self-efficacy, cognitive processes, mastery experiences, and performance-based procedures.