Self-Efficacy Beliefs in Academic Settings

Abstract

The purpose of this article is to examine the contribution made by the selfefficacy 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, fol lowed 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 particu larized 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 defi nition and use of expectancy beliefs in social cognitive theory and in expect ancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered.In Social Foundations of Thought and Action, Albert Bandura (1986) wrote that individuals possess a self system that enables them to exercise a measure of control over their thoughts, feelings, and actions. This self system houses one's cognitive and affective structures and includes the abilities to symbolize, learn from others, plan alternative strategies, regulate one's own behavior, and engage in self-reflection. It also plays a prominent role in providing reference mechanisms and a set of subfunctions for perceiving, regulating, and evaluating behavior, which results from the interplay between the self system and externalenvironmental sources of influence. As such, the self system serves a selfregulatory function by providing individuals with the capability to alter their environments and influence their own actions. In all, Bandura painted a portrait of human behavior and motivation in which the beliefs that people have about themselves are key elements in the exercise of control and personal agency.According to Bandura's (1986) social cognitive theory, self-referent thought mediates between knowledge and action, and through self-reflection individuals evaluate their own experiences and thought processes. Knowledge, skill, and prior attainments are often poor predictors of subsequent attainments because the beliefs that individuals hold about their abilities and about the outcome of their efforts powerfully influence the ways in which they will behave. This view is consistent with that of theorists who have argued that the potent nature of beliefs Different sections of this article formed the basis for an invited address and two papers presented at symposia conducted at Annual Problems in Research on Perceived CompetenceAs noted earlier, research findings have generally supported the contentions of social cognitive theory as regards the role of self-efficacy. Findings have also been successful in supporting the contentions of other expectancy theories. It is, of course, in keeping with the predictive nature of normal science that most theoretical contentions receive support when o...

Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners

“…Consequently, self-efficacy allows the learner to appropriately choose the task, make the effort, persevere and in the process, achieve the intended results in learning a language (Bandura, 1986). Pajares (1996) and Zimmerman (1996) maintain that general assessment of self-efficacy can only contribute to a general sense of confidence. The abilities of the participants who complete the questionnaires on general efficacy are only evaluated without them actually comprehending the specificity of the questions.…”

“…Grammar efficacy in this research refers to learners' perceived judgment in the application of their grammar knowledge. Since it is very crucial for self-efficacy to be task-based for an accurate measurement (Pajares, 1996), this study will focus on three major aspects in the learning of Arabic grammar: correction of grammar errors, vocalization of words, and construction of sentences. Those three aspects cover both syntax and morphology.…”

An Investigation Into the Effects of Prenatal Care Instruction at Home on Breast-Feeding Self-Efficacy of First-Time Pregnant Women Referred to Shiraz Clinics, Iran

“…This indicates the significance of removing the limitations on time and place, and also the condition of a woman being instructed in choosing an effective educational method must be considered (15). Overall, due to the decrease of feeding by mother's milk in France in recent years, it is a virtue to develop proper strategies for increasing the breastfeeding self-efficacy of mothers (primigravidas in particular); and it is also regarded necessary for health care providers to pay full attention to this issue for improving the process of breast feeding (16,17). Several studies have proven the positive roles of instructional plans in improving the results of breastfeeding.…”

Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

“…Motivation and self-efficacy of individuals are directly proportional to their success in biology (Bandura, 1997;Pajares, 1997;Schunk, 1982,). In other words, students with high self-efficacy and motivation toward biology have more success in academic activities such as active participation in class, asking questions, and taking note of the recommendations provided by the instructor (Pajares, 1996;Schunk & Pajares, 2001;Wolters & Rosenthal, 2000). Furthermore, if students are not well motivated and have low self-efficacy, they fail biology (Arwood, 2004;Cavallo, Rozman, Blinkenstaff & Walker, 2003;Druger, 1998;Glynn, Taasoobshirazi & Brickman, 2009).…”