Self-efficacy, motivation, and performance

Abstract

Abstract:This article discusses the relation of self-efficacy to motivation and performance in cognitive and sport domains, Self-efficacy refers to one's beliefs about accomplishing a task and can influence choice of activities, effort, persistence, and achievement. People enter activities with varying levels of self-efficacy derived fund prior experience, personal qualities, and social support. As they work on tasks they acquire information about how well they are doing. This information influences their self-efficacy for continued learning and performance. Research is described in which interventions involving models, goal setting, and feedback, were employed to affect self-efficacy. Regardless of domain, research shows that self-efficacy helps to predict motivation and performance, and studies testing causal models highlight the important role played by self-efficacy. Suggestions for future research are given, along with implications of theory and research for education and training. Article:The role of self-efficacy in motivation and performance has been increasingly explored since Bandura's (1977aBandura's ( , 1977b original publications. Self-efficacy refers to, "People's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391). Stated differently, we might say that self-efficacy involves one's beliefs about accomplishing a task. Research shows that self-efficacy predicts such outcomes as cognitive skill learning, smoking cessation, pain tolerance, athletic performance, career choices, assertiveness, coping with feared events, recovery from heart attack, and sales performance (Bandura, 1986;Maddux, 1993;Schunk, 1989). This article focuses on the relation of self-efficacy to motivation and performance in the cognitive and sport domains. Initially I present an overview of self-efficacy theory to include causes and consequences of selfefficacy. I then discuss research on three types of interventions de-signed to affect self-efficacy: models, goal setting, feedback. Some evidence is provided on the utility of self-efficacy as a predictor of behavior. The article concludes with future research directions and implications of research findings for education and training. Bandura (1977a) hypothesized that self-efficacy affects choice of activities, effort, persistence, and achievement. Compared with persons who doubt their capabilities, those with high self-efficacy for accomplishing a task participate more readily, work harder, persist longer when they en-counter difficulties, and achieve at a higher level. Self-efficacy TheoryPeople acquire information to appraise self-efficacy from their performances, vicarious (observational) experiences, forms of persuasion, and physiological reactions. One's performances offer reliable guides for assessing self-efficacy. Successes raise efficacy and failures lower it, but once a strong sense of efficacy is developed a failure may not have much impact (Bandura, 1986).People also acqu...

Requirements for a virtual environment to support the social participation education of low-literates

“…Levy [72] additionally suggests that personal interest in the learning environment works as a predictor for learner retention: learners who feel satisfied with their learning environment are less likely to drop out. Both Parker [86] and Schunk [101] suggest that learner locus of control factors into retention as well. Learners who feel as if they lack choice in working on a task are less likely to keep going than learners who feel like they are in control.…”

“…In a wide range of fields, self-efficacy is a powerful predictor of behavioural intent, motivation, and performance. These fields include academic achievement [6,85,[99][100][101], reading and writing [102], computer use and adoption in general [14,35], and computer use specifically for learning [1,55]. Low self-efficacy is a significant factor in explaining the low societal participation of low-literate citizens.…”

Cognitive-Behavioral Strategies and Precompetitive Anxiety Among Recreational Athletes

“…Likewise, mental imagery and relaxation techniques largely influence somatic anxiety by maintaining proper arousal levels, reducing general muscular tension, and increasing the athlete's awareness of muscular tension states. These same attentional components, along with positive self-talk, have been associated with increased selfconfidence (Landers, Boutcher, & Wang, 1986;Boutcher & Crews, 1987;Schunk, 1995). As for the role of goal setting and attention control on cognitive state anxiety, it is plausible that athletes who maintain a taskrelevant attentional focus as well as set and pursue specific performance goals are less likely to engage in performance-related worry and concern which are indicative of cognitive state anxiety.…”

Beden Eği̇ti̇mi̇ Ve Spor Bi̇li̇mleri̇ Özel Yetenek Sinavlarina Gi̇ren Adaylarin Bi̇reysel Başari Güdüleri̇ İle Genel Yetki̇nli̇k İnançlarinin İncelenmesi̇

“…Collins (1982) öz yeterliliğin motivasyon ve başarıyı bireyin yeteneği (matematik) ile uyumlu olarak yordadığını göstermiştir [28]. …”