Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span
This article is an integrative review of empirical studies of cognitive self-efficacy from childhood through old age. Issues of definition and measurement are addressed and the relation of self-efficacy to personal mastery is evaluated. Research on academic achievement in children and adolescents, c...
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| Veröffentlicht in: | International journal of behavioral development 1993-06, Vol.16 (2), p.351-379 |
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| container_title | International journal of behavioral development |
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| creator | Berry, Jane M. West, Robin L. |
| description | This article is an integrative review of empirical studies of cognitive self-efficacy
from childhood through old age. Issues of definition and measurement are addressed
and the relation of self-efficacy to personal mastery is evaluated. Research on
academic achievement in children and adolescents, complex decision-making in young
adults, and memory and intellectual functioning in older adults supports a variety
of theoretically driven hypotheses regarding the sources and effects of
self-efficacy. Percepts of self-efficacy are based on a variety of sources of
information, including personal mastery and perceived control beliefs. Self-efficacy
has predictable effects on a variety of task engagement variables (e.g. persistence,
effort, goal setting, strategy usage, chioce) that mediate the relationship between
self-efficacy and performance. Generalisations regarding the applicability of
self-efficacy to understanding cognitive development across the life span are
discussed in terms of age-relevant domains and it is argued that a life span
treatment of self-efficacy development is particularly compelling because both life
span theory and self-efficacy theory emphasise domain specificity. |
| doi_str_mv | 10.1177/016502549301600213 |
| format | Article |
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from childhood through old age. Issues of definition and measurement are addressed
and the relation of self-efficacy to personal mastery is evaluated. Research on
academic achievement in children and adolescents, complex decision-making in young
adults, and memory and intellectual functioning in older adults supports a variety
of theoretically driven hypotheses regarding the sources and effects of
self-efficacy. Percepts of self-efficacy are based on a variety of sources of
information, including personal mastery and perceived control beliefs. Self-efficacy
has predictable effects on a variety of task engagement variables (e.g. persistence,
effort, goal setting, strategy usage, chioce) that mediate the relationship between
self-efficacy and performance. Generalisations regarding the applicability of
self-efficacy to understanding cognitive development across the life span are
discussed in terms of age-relevant domains and it is argued that a life span
treatment of self-efficacy development is particularly compelling because both life
span theory and self-efficacy theory emphasise domain specificity.</description><identifier>ISSN: 0165-0254</identifier><identifier>EISSN: 1464-0651</identifier><identifier>DOI: 10.1177/016502549301600213</identifier><identifier>CODEN: IJBDDY</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Age Differences ; Biological and medical sciences ; Choice Behavior ; Cognitive Development ; Developmental psychology ; Fundamental and applied biological sciences. Psychology ; Goal Setting ; Individual Development ; Life goals ; Locus of Control ; Mastery ; Miscellaneous ; Perceived Control ; Personal Control ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Research Methodology ; Self Efficacy ; Selfefficacy</subject><ispartof>International journal of behavioral development, 1993-06, Vol.16 (2), p.351-379</ispartof><rights>1993 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c493t-127d5efd87443318977ebea286e254f016946a63e31d3238d04a6d6d7f24d7093</citedby><cites>FETCH-LOGICAL-c493t-127d5efd87443318977ebea286e254f016946a63e31d3238d04a6d6d7f24d7093</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/016502549301600213$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/016502549301600213$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27869,27924,27925,31000,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ465943$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=4759390$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Berry, Jane M.</creatorcontrib><creatorcontrib>West, Robin L.</creatorcontrib><title>Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span</title><title>International journal of behavioral development</title><description>This article is an integrative review of empirical studies of cognitive self-efficacy
from childhood through old age. Issues of definition and measurement are addressed
and the relation of self-efficacy to personal mastery is evaluated. Research on
academic achievement in children and adolescents, complex decision-making in young
adults, and memory and intellectual functioning in older adults supports a variety
of theoretically driven hypotheses regarding the sources and effects of
self-efficacy. Percepts of self-efficacy are based on a variety of sources of
information, including personal mastery and perceived control beliefs. Self-efficacy
has predictable effects on a variety of task engagement variables (e.g. persistence,
effort, goal setting, strategy usage, chioce) that mediate the relationship between
self-efficacy and performance. Generalisations regarding the applicability of
self-efficacy to understanding cognitive development across the life span are
discussed in terms of age-relevant domains and it is argued that a life span
treatment of self-efficacy development is particularly compelling because both life
span theory and self-efficacy theory emphasise domain specificity.</description><subject>Age Differences</subject><subject>Biological and medical sciences</subject><subject>Choice Behavior</subject><subject>Cognitive Development</subject><subject>Developmental psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal Setting</subject><subject>Individual Development</subject><subject>Life goals</subject><subject>Locus of Control</subject><subject>Mastery</subject><subject>Miscellaneous</subject><subject>Perceived Control</subject><subject>Personal Control</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychology</topic><topic>Goal Setting</topic><topic>Individual Development</topic><topic>Life goals</topic><topic>Locus of Control</topic><topic>Mastery</topic><topic>Miscellaneous</topic><topic>Perceived Control</topic><topic>Personal Control</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Research Methodology</topic><topic>Self Efficacy</topic><topic>Selfefficacy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Berry, Jane M.</creatorcontrib><creatorcontrib>West, Robin L.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 35</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Neurosciences Abstracts</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>International journal of behavioral development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Berry, Jane M.</au><au>West, Robin L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ465943</ericid><atitle>Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span</atitle><jtitle>International journal of behavioral development</jtitle><date>1993-06-01</date><risdate>1993</risdate><volume>16</volume><issue>2</issue><spage>351</spage><epage>379</epage><pages>351-379</pages><issn>0165-0254</issn><eissn>1464-0651</eissn><coden>IJBDDY</coden><abstract>This article is an integrative review of empirical studies of cognitive self-efficacy
from childhood through old age. Issues of definition and measurement are addressed
and the relation of self-efficacy to personal mastery is evaluated. Research on
academic achievement in children and adolescents, complex decision-making in young
adults, and memory and intellectual functioning in older adults supports a variety
of theoretically driven hypotheses regarding the sources and effects of
self-efficacy. Percepts of self-efficacy are based on a variety of sources of
information, including personal mastery and perceived control beliefs. Self-efficacy
has predictable effects on a variety of task engagement variables (e.g. persistence,
effort, goal setting, strategy usage, chioce) that mediate the relationship between
self-efficacy and performance. Generalisations regarding the applicability of
self-efficacy to understanding cognitive development across the life span are
discussed in terms of age-relevant domains and it is argued that a life span
treatment of self-efficacy development is particularly compelling because both life
span theory and self-efficacy theory emphasise domain specificity.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><doi>10.1177/016502549301600213</doi><tpages>29</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0165-0254 |
| ispartof | International journal of behavioral development, 1993-06, Vol.16 (2), p.351-379 |
| issn | 0165-0254 1464-0651 |
| language | eng |
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| source | Access via SAGE; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Age Differences Biological and medical sciences Choice Behavior Cognitive Development Developmental psychology Fundamental and applied biological sciences. Psychology Goal Setting Individual Development Life goals Locus of Control Mastery Miscellaneous Perceived Control Personal Control Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Research Methodology Self Efficacy Selfefficacy |
| title | Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span |
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