Self-Efficacy Beliefs in Academic Settings
The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first e...
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| Veröffentlicht in: | Review of educational research 1996-12, Vol.66 (4), p.543-578 |
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| description | The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered. |
| doi_str_mv | 10.2307/1170653 |
| format | Article |
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The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.</description><identifier>ISSN: 0034-6543</identifier><identifier>EISSN: 1935-1046</identifier><identifier>DOI: 10.2307/1170653</identifier><identifier>CODEN: REDRAB</identifier><language>eng</language><publisher>Washington, DC: American Educational Research Association</publisher><subject>Academic achievement ; Academic motivation ; Assertiveness ; Banduras ; Behavior Change ; Beliefs ; Cognition & reasoning ; Cognitive Processes ; Definitions ; Education and psychology ; Educational Environment ; Educational psychology ; Educational Research ; Educational sciences ; Emotional Response ; Environmental Influences ; Epistemology ; Interpersonal Competence ; Learning ; Mathematical aptitude ; Mathematics ; Measures (Individuals) ; Motivation ; Motivation research ; Prediction ; Psychology and learning ; Reflection ; Reviews ; Self concept ; Self Efficacy ; Self Evaluation (Individuals) ; Self image ; Self Regulation ; Social Cognition ; Student Motivation ; Students ; Theory</subject><ispartof>Review of educational research, 1996-12, Vol.66 (4), p.543-578</ispartof><rights>Copyright 1996 American Educational Research Association</rights><rights>1997 INIST-CNRS</rights><rights>Copyright American Educational Research Association Winter 1996</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c281t-6668ccdd39bb1f866a4efe3e4b71ad2c3cd80949013167b4f08e4bc5dd16811e3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/1170653$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/1170653$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,777,781,800,27850,27905,27906,57998,58231</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ542078$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=2866701$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Pajares, Frank</creatorcontrib><title>Self-Efficacy Beliefs in Academic Settings</title><title>Review of educational research</title><description>The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.</description><subject>Academic achievement</subject><subject>Academic motivation</subject><subject>Assertiveness</subject><subject>Banduras</subject><subject>Behavior Change</subject><subject>Beliefs</subject><subject>Cognition & reasoning</subject><subject>Cognitive Processes</subject><subject>Definitions</subject><subject>Education and psychology</subject><subject>Educational Environment</subject><subject>Educational psychology</subject><subject>Educational Research</subject><subject>Educational sciences</subject><subject>Emotional Response</subject><subject>Environmental Influences</subject><subject>Epistemology</subject><subject>Interpersonal Competence</subject><subject>Learning</subject><subject>Mathematical aptitude</subject><subject>Mathematics</subject><subject>Measures (Individuals)</subject><subject>Motivation</subject><subject>Motivation research</subject><subject>Prediction</subject><subject>Psychology and 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Beliefs in Academic Settings</title><author>Pajares, Frank</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c281t-6668ccdd39bb1f866a4efe3e4b71ad2c3cd80949013167b4f08e4bc5dd16811e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1996</creationdate><topic>Academic achievement</topic><topic>Academic motivation</topic><topic>Assertiveness</topic><topic>Banduras</topic><topic>Behavior Change</topic><topic>Beliefs</topic><topic>Cognition & reasoning</topic><topic>Cognitive Processes</topic><topic>Definitions</topic><topic>Education and psychology</topic><topic>Educational Environment</topic><topic>Educational psychology</topic><topic>Educational Research</topic><topic>Educational sciences</topic><topic>Emotional Response</topic><topic>Environmental Influences</topic><topic>Epistemology</topic><topic>Interpersonal Competence</topic><topic>Learning</topic><topic>Mathematical 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settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.</abstract><cop>Washington, DC</cop><pub>American Educational Research Association</pub><doi>10.2307/1170653</doi><tpages>36</tpages></addata></record> |
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| ispartof | Review of educational research, 1996-12, Vol.66 (4), p.543-578 |
| issn | 0034-6543 1935-1046 |
| language | eng |
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| source | Periodicals Index Online; SAGE Complete A-Z List; Jstor Complete Legacy |
| subjects | Academic achievement Academic motivation Assertiveness Banduras Behavior Change Beliefs Cognition & reasoning Cognitive Processes Definitions Education and psychology Educational Environment Educational psychology Educational Research Educational sciences Emotional Response Environmental Influences Epistemology Interpersonal Competence Learning Mathematical aptitude Mathematics Measures (Individuals) Motivation Motivation research Prediction Psychology and learning Reflection Reviews Self concept Self Efficacy Self Evaluation (Individuals) Self image Self Regulation Social Cognition Student Motivation Students Theory |
| title | Self-Efficacy Beliefs in Academic Settings |
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