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: Investigation showed that females' deficits were proportional to the number of males in their group, and even females who were placed in a mixed-sex majority condition experienced moderate but significant deficits.
Abstract: Does placing females in environments in which they have contact with males cause deficits in their problem-solving perfor- mance? Is a situational cue, such as gender composition, sufficient for creating a threatening intellectual environment for females—an en- vironment that elicits performance-impinging stereotypes? Two stud- ies explored these questions. Participants completed a difficult math or verbal test in 3-person groups, each of which included 2 additional people of the same sex as the participant (same-sex condition) or of the opposite sex (minority condition). Female participants in the mi- nority condition experienced performance deficits in the math test only, whereas males performed equally well on the math test in the two conditions. Further investigation showed that females' deficits were proportional to the number of males in their group. Even females who were placed in a mixed-sex majority condition (2 females and 1 male) experienced moderate but significant deficits. Findings are dis- cussed in relation to theories of distinctiveness, stereotype threat, and tokenism. Females currently are a small minority of students and researchers in the natural and physical sciences. A recent National Science Foun- dation (1996) report showed that females constitute 35% of under- graduate students enrolled in physics, math, and computer science classes; 16% of undergraduate students enrolled in engineering classes; and less than 10% of graduate students in physics and engi- neering. Moreover, this report showed that females suffer from higher attrition rates in their academic careers than do males, so that by the time women reach the workplace, they occupy only 22% of jobs in mathematical and scientific domains. Does females' problem-solving performance diminish when they are placed in an environment in which males outnumber them? If so, are such performance deficits specifically linked to domains that are associated with negative ste- reotypes about females' intellectual capacity? Examining these ques- tions can inform theories of how social stereotypes affect the intellectual processing of individuals who are the targets of these stereotypes, as well as educational practice.
819 citations
TL;DR: Alternative models that seek to explain student intention to use an e-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method are proposed and tested.
Abstract: The benefits of an e-learning system will not be maximized unless learners use the system. This study proposed and tested alternative models that seek to explain student intention to use an e-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method. The models integrated determinants from the well-established technology acceptance model as well as system and participant characteristics cited in the research literature. Following a demonstration and use phase of the e-learning system, data were collected from 259 college students. Structural equation modeling provided better support for a model that hypothesized stronger effects of system characteristics on e-learning system use. Implications for both researchers and practitioners are discussed.
819 citations
Cites background from "Self-efficacy: toward a unifying th..."
...Self-efficacy, the first user characteristic, reflects one s beliefs about the ability to perform certain tasks successfully (Bandura, 1977)....
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...Researchers have extended TAM by proposing and testing specific antecedents to its two use belief constructs....
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01 Jan 2004
TL;DR: Buku ini berisi tentang aplikasi perspektif psikologi positif, sejarah dan dasar filsafat, praktek cara hidup sehat, belajar mengajar, positif PSIKologi dalam bekerja, psikology positif dalam ruang konsultasi and lain-lain this article.
Abstract: buku ini berisi tentang aplikasi perspektif psikologi positif, sejarah dan dasar filsafat, praktek cara hidup sehat, belajar mengajar, positif psikologi dalam bekerja, psikologi positif dalam ruang konsultasi dan lain-lain
817 citations
TL;DR: In this paper, the concept of student cognitive engagement and the manner in which classroom instruction may develop self-regulated learners are analyzed. But, since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, their analysis integrates these two streams of literature.
Abstract: The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed.
812 citations
TL;DR: A hierarchical model which integrates the previously competing models provided the best fit to the data and serves to explain a large body of previous findings.
812 citations
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