Effects of coping skills training on generalized self-efficacy and locus of control.

Abstract

A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation, rn this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to testanxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies.

Self-Efficacy: An Essential Motive to Learn

“…Bandura (1986) has questioned the value of general control beliefs because students may feel anxious about controlling one type of subject matter or performance setting (e.g., solving mathematical problems in a limited time period) but not others. In support of this contention, Smith (1989) found that locus of control measures did not predict improvements in academic performance or reductions in anxiety in highly self-anxious students who underwent an intensive coping skills training program, but self-efficacy scales did predict such improvements.…”

The double meaning of control: Three-way interactions between internal resources, job control, and stressors at work.

“…Actually, there is evidence that these control beliefs can be modified through training programs (Bandura, 1986;Eden & Aviram, 1993). Findings suggest that it is easier to change self-efficacy beliefs than locus of control (Smith, 1989) and that training affects specific efficacybeliefs more than general efficacy-beliefs (Schwoerer, May, Hollensbe, & Mencl, 2005). Therefore, training programs that enhance workers control beliefs may help protect employee health.…”

Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.

“…The task-specific self-efficacy appraisal methods sometimes leave researchers with the false impression that beliefs of self-efficacy are only relevant in the context of carrying out a single minute task. Quite the contrary, however, self-efficacy researchers have acknowledged that one can face a wide range of tasks and situations with comparable self-efficacy and that perceptions of efficacy developed toward a particular task may generalize to other tasks of interest (Bandura, 1997;Pajares, 1996;Schunk & Swartz, 1993;Smith, 1989). Bong (1997) provided evidence that students' self-efficacy judgments contain strong subject-specific components.…”