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 role of nonspecific treatment factors in cognitive-behavior therapy (CBT) for depression was reviewed, and the authors found that the majority of symptomatic improvement in CBT occurs prior to the formal introduction of cognitive restructuring techniques.
Abstract: This article reviews the role of nonspecific treatment factors in cognitive-behavior therapy (CBT) for depression. An analysis of relevant studies reveals that the majority of symptomatic improvement in CBT occurs prior to the formal introduction of cognitive restructuring techniques. This suggests that other, likely nonspecific, treatment factors play a large role in mediating clinical improvement. Nonspecific factors are hypothesized to ameliorate patients’ feelings of hopelessness at the beginning of treatment, a process that catalyzes improvement across other depressive symptoms. Reviewed evidence supports a mediation role for the hopelessness construct in CBT. Two nonspecific factors, the treatment rationale and the assignment of homework, appear integral to early symptomatic improvement. The role of cognitive techniques is discussed in light of these findings.
526 citations
01 Jan 2010
TL;DR: It is suggested that improvements in learner–content interaction yield most promise in enhancing student satisfaction and that learner-learner interaction may be negligible in online course settings.
Abstract: Abstract Student satisfaction is important in the evaluation of distance education courses as it is related to the quality of online programs and student performance. Interaction is a critical indicator of student satisfaction; however, its impact has not been tested in the context of other critical student- and class-level predictors. In this study, we tested a regression model for student satisfaction involving student characteristics (three types of interaction, Internet self-efficacy, and self-regulated learning) and class-level predictors (course category and academic program). Data were collected in a sample of 221 graduate and undergraduate students responding to an online survey. The regression model was tested using hierarchical linear modeling (HLM). Learner–instructor interaction and learner–content interaction were significant predictors of student satisfaction but learner–learner interaction was not. Learner–content interaction was the strongest predictor. Academic program category moderated the effect of learner–content interaction on student satisfaction. The effect of learner–content interaction on student satisfaction was stronger in Instructional Technology and Learning Sciences than in psychology, physical education or family, consumer, and human development. In sum, the results suggest that improvements in learner–content interaction yield most promise in enhancing student satisfaction and that learner–learner interaction may be negligible in online course settings.
526 citations
Cites background from "Self-efficacy: toward a unifying th..."
...High arousal weakens performance while a modest level of arousal raises attention and facilitates the use of skills (Bandura, 1977; Hodges, 2008)....
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...Self-efficacy theory derives from psychology and presents a theoretical framework which accounts for human behavior changes from diverse modes of treatment (Bandura, 1977)....
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...According to Bandura (1977), performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal are four sources of self-efficacy and can be applied in online learning as well....
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...attention and facilitates the use of skills (Bandura, 1977; Hodges, 2008)....
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...In contrast, low self-efficacy brings about inferior performance, and in turn decreases the sense of self-efficacy for a series of following relevant tasks (Bandura, 1977, 1982; Bandura & Schunk, 1981)....
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TL;DR: In this article, the authors made a capsule presentation of five major theoretical approaches to compliance research (Biomedical, Behavioral, Operant and Social Learning, Communication, Rational Decision, Health Belief and Reasoned Action, Self-Regulative Systems) and brief summaries made of their respective contributions and deficits.
525 citations
TL;DR: This article provided an overview of research on accuracy, error, bias, and self-fulfilling prophecies and found that teacher expectations predict student achievement, mainly because they are accurate.
Abstract: Publisher Summary This chapter provides an overview of research on accuracy, error, bias, and self-fulfilling prophecies. It also reviews a research showing that teacher expectations predict student achievement—mainly because they are accurate, although they do lead to small self-fulfilling prophecies and biases. The conditions under which self-fulfilling prophecies might be considerably more powerful are embarked. The results of new research showing that teacher expectancy effects are more powerful among girls, students from lower socioeconomic status (SES) backgrounds or African–Americans are also addressed. Some evidence of bias show differences in teacher's perceptions of students from the differing groups corresponded well to actual differences among those same groups of students. The chapter also analyzes ways to distinguish among self fulfilling prophecies, perceptual biases, and accuracy, and examines processes underlying expectancy-related phenomena—discoveries have some relevance and applicability to many other relationships beyond teachers and students. Conceptual model of relationships between teacher perceptions and student achievement and some evidence regarding the role of stereotypes in naturally occurring person perception is also explained in the chapter.
524 citations
01 Jan 1991
TL;DR: In this article, the authors focus on individual aspects of the quality of life that is typically studied by medical and social sciences, and highlight the persistent issues in quality-of-life research: objective and subjective perspectives, positive and negative qualities, and processes by which people regulate their preferred mix of qualities of life.
Abstract: Publisher Summary This chapter focuses on the individual aspects of the quality of life that is typically studied by medical and social sciences. It highlights the persistent issues in quality of life research: objective and subjective perspectives, positive and negative qualities, and the processes by which people regulate their preferred mix of qualities of life. It will be argued that a theoretical framework that subsumes all of what is meant by quality of life may be applied to people in every state of health. Quality of life is a multidimensional evaluation, by both intrapersonal and social-normative criteria, of the person-environment system of an individual in the past, current, and anticipated time. The chapter also discusses the breadth and depth of life as a whole, and the maintenance of an appropriate focus on the individual rather than the aggregate, demands a multidimensional conception of quality of life. The searches for uni-dimensionality, for the single concept of medical quality of life, and for deviations expressed only as decrements are attempts at oversimplifications that a society concerned with individual differences cannot afford.
524 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