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 paper, the authors employ the theory of planned behaviour (TPB), in which intentions are regarded as resulting from attitudes, perceived behavioural control, and subjective norms, and the results show that the two most important variables to explain entrepreneurial intentions are entrepreneurial alertness and the importance attached to financial security.
Abstract: – This paper sets out to present a detailed empirical investigation of the entrepreneurial intentions of business students. The authors employ the theory of planned behaviour (TPB), in which intentions are regarded as resulting from attitudes, perceived behavioural control, and subjective norms., – The methodology used was a replication study among samples of undergraduate students of business administration at four different universities (total n=1,225). Five operationalisations of intentions are used as well as a composite measure. Prior to the main study, qualitative research conducted at two other universities (total n=373) was held to operationalise the components of the TPB., – The results show that the two most important variables to explain entrepreneurial intentions are entrepreneurial alertness and the importance attached to financial security., – Various research design features are used that result in better and more detailed explanations of entrepreneurial intentions., – Should one want to stimulate entrepreneurship in educational or training settings, then this paper's results provide guidance. Several suggestions are offered on how entrepreneurial alertness can be improved and financial security concerns can be reduced., – The study provides detailed and solid results on entrepreneurial intentions which are positioned in the career literature.
614 citations
TL;DR: The OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning is proposed, suggesting that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions.
Abstract: Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.
612 citations
Cites background from "Self-efficacy: toward a unifying th..."
...expectations (Bandura, 1977), including placebos (Wager & Atlas, 2015), as well as signals predicting extrinsic rewards (Fiorillo, Newsome, & Schultz, 2008; Schultz, 2000)....
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...Importantly, we presume that expectations are among the motivational variables that can exert influence through implicit means (e.g., stereotype threats, goals), although deliberative, explicit, forms of these variables were originally described (Bandura, 1977; Deci & Ryan, 1985)....
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...(Bandura, 1977), but expectations have also been experimentally and prospectively linked to motor performance (Feltz,...
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..., stereotype threats, goals), although deliberative, explicit, forms of these variables were originally described (Bandura, 1977; Deci & Ryan, 1985)....
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...Heightened expectations result from performance accomplishments (Bandura, 1977), but expectations have also been experimentally and prospectively linked to motor performance (Feltz, Chow, & Hepler, 2008; Hutchinson et al., 2008; Moritz et al., 2000; Neiss, 1989; Wulf et al., 2012)....
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TL;DR: Overall, low- information patients expressed less subjective arousal than high-information patients, and blunters showed less subjective and behavioral arousal than monitors, and further evidence was gained for the utility and validity of a new scale for identifying monitors and Blunters.
Abstract: This study explored the interacting effects of personal dispositions and situational conditions on the stress response. Forty gynecologic patients about to undergo a diagnostic procedure (colposcopy) were divided into information seekers (monitors) and information avoiders (blunters). Half in each group were exposed to voluminous preparatory information, and half to the usual low level of information. Subjective, physiological, and behavioral measures of arousal and discomfort were obtained before, during, and after the procedure. Overall, low-information patients expressed less subjective arousal than high-information patients, and blunters showed less subjective and behavioral arousal than monitors. In addition, patients' level of psychophysiological arousal was lower when the level of preparatory information was consistent with their coping style; that is, blunters were less aroused with low information and monitors were less aroused with high information. Further evidence was gained for the utility and validity of a new scale for identifying monitors and blunters.
612 citations
TL;DR: This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE.
Abstract: Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education.Aim: The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesize the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI, and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for metho...
612 citations
Cites methods from "Self-efficacy: toward a unifying th..."
...…1995; Carpenter & Hewstone 1996), two studies (Ammentorp et al. 2007; Robben et al. 2012) employed social cognitive perspectives developed by Bandura (1977, 2004), one study (Richardson et al. 2010) employed elements an approach described by Clarke (2005) which incorporated five…...
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TL;DR: In this paper, the authors present the reports of associations between particular types of discrepant self-beliefs and particular kinds of discomfort that are generally consistent with the predictions of self-discrepancy theory.
Abstract: Publisher Summary The basic premise of self-discrepancy theory is that it is the relations between and among different types of self-beliefs or self-state representations that produce emotional vulnerabilities rather than the particular content or nature of the actual self or of any other individual self-belief. To distinguish among different types of self-state representations, self-discrepancy theory proposes two psychological parameters: the domains of the self and the standpoints on the self. The chapter presents the reports of associations between particular types of discrepant self-beliefs and particular kinds of discomfort that are generally consistent with the predictions of self-discrepancy theory. However, the effect of the magnitude of different types of self-discrepancies on the intensity of different kinds of discomfort has been tested. For the vulnerability associated with a particular self-belief pattern to eventuate in an episode—that is, an occurrence of suffering—the self-belief pattern must be activated. The chapter explains the various factors that can increase the likelihood that a stored construct will be activated. One source of activation is the applicability of the construct to a stimulus event. According to self-discrepancy theory, the interrelations among attributes constituting an actual/ownself-guide discrepancy represent, as a whole, a negative psychological situation that functions as a construct. Thus, the negative psychological situation represented by such a discrepancy and the emotional-motivational state associated with it are more likely to be activated when the negative psychological situation is applicable to a stimulus event than when it is nonapplicable.
611 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