Self-efficacy, overconfidence, and the negative effect on subsequent performance: A field study

Moores, Trevor T.; Chang, Jerry Cha-Jan

doi:10.1016/j.im.2008.11.006

Cited by 106 publications

(67 citation statements)

References 30 publications

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“…Such emotions are likely to inhibit the experience of obsessive passion (Schüler et al, 2010). Likewise, studies have shown that highly experienced and competent individuals tend to be less motivated to perform well and engage when they are more competent than the activity requires, leading to difficulties in maintaining concentration and possibly exhaustion (Moores and Chang, 2009;Vancouver and Kendall, 2006;Vancouver et al , 2002;William and Stephen, 1993). At some point, competence may thus undermine the obsessive passion an individual has for a given activity.…”

Section: Competence and Obsessive Passionmentioning

confidence: 99%

“…Although no foundation exists to argue that competence does not, indeed, contribute to attaining goals, a growing body of research examines how the relationship between competence and goal attainment may be more complex than previously theorized. Furthermore, previous studies have overlooked that competence does not simply turn into goal attainment with some kind of intervention (Dweck, 1992;Moores and Chang, 2009). …”

Section: Introductionmentioning

confidence: 99%

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Obsessive passion, competence, and performance in a project management context

Omorede

Thorgren

Wincent

2013

International Journal of Project Management

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Obsessive passion is when people have a strong inclination toward an activity that they like, find important, and in which they spend significant time, but also feel internal pressure to engage in.Prior research has demonstrated that obsessive passion typically brings several negative consequences. The present study nuances the picture by showing that there are indeed conditions when obsessive passion can be beneficial and that it has an important role for project management. It develops and tests hypotheses on the role of project leaders' obsessive passion for project goals. Results support that challenging goals are attained to a greater extent if the project leader scores high on obsessive passion. Such obsessive passion, in turn, is a result of the project leader's competence (positive relationship) and the team's competence (inverted Ushaped relationship). These results have important implications for theory and future research on passion, goal theory, and competence in projects.

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Section: Competence and Obsessive Passionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Obsessive passion, competence, and performance in a project management context

Omorede

Thorgren

Wincent

2013

International Journal of Project Management

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“…The term overconfidence refers to the degree to which individuals overestimate the correctness of their judgments or the likelihood of achieving certain goals. According to Moores and Chang (2009), "one can become overconfident when a person's belief about their expected level of performance exceeds their actual performance" (p. 69). These authors have considered that high levels of self-efficacy could lead to being overconfident.…”

Section: Ijcma 222mentioning

confidence: 99%

Effects of self‐efficacy on objective and subjective outcomes in transactions and disputes

León-Pérez

Medina

Munduate

2011

International Journal of Conflict Management

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Purpose -This paper aims to examine the relationship between self-efficacy and the outcomes that individuals achieve when they manage conflict at work. The authors propose that self-efficacy is related to performance following a positive linear or curvilinear model depending on the outcomes assessed (objective versus subjective outcomes) and the conflict setting considered (transaction versus dispute). Design/methodology/approach -Two studies were conducted. Study 1 was a face-to-face transaction in which self-efficacy was measured using a survey. In study 2, participants were involved in a dispute and their self-efficacy was manipulated using a false feedback technique. Findings -Results suggest that high self-efficacy participants obtain better objective (economic/substantive) outcomes. However, there is a curvilinear relationship, in a U-inverted shape, between self-efficacy and subjective (relational) outcomes, indicating that an increase in self-efficacy improves subjective outcomes, but there are certain levels at which self-efficacy may be dysfunctional. Originality/value -Recent controversial findings in research into the relationship between self-efficacy and performance are addressed in these studies. The present paper is one of the first to explore the role of self-efficacy in a dispute and to consider the effects of self-efficacy on subjective outcomes. Practical implications are discussed in light of the results. IntroductionThe way individuals manage conflict at work, as inherent to interpersonal relationships, has been an important research topic for a long time. In that sense, there is evidence for a variety of behaviors that improve the likelihood of individuals being successful when facing an interpersonal conflict. These behaviors range from preparing the situation properly and developing a tactical plan to resolve the conflict and distribute resources, to understanding the conflict from the counterpart's perspective and being aware of each other's needs and preferred outcomes (Brett, 2007). Therefore, effective conflict managers prepare their tasks in a suitable way, have confidence in their course of action, modify their behavior when it fails, and persist when the situation turns against them (Thompson, 2005).According to the social-cognitive theory (Bandura, 1986), the aforementioned behaviors require self-regulation; individuals need to be in control of their own behavior to influence it. One of the most important self-regulatory mechanisms is self-efficacy, which refers to the belief that individuals have in their capacity to organize and execute the courses of action required to produce desired outcomes

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“…The importance of self-efficacy in assessing "comfort levels" in the engineering design process has been widely recognized [12][13][14][15][16] , but less emphasis has been placed on the design outcome and design quality itself. The self-efficacy instrument utilized in this study is the same one used by Carberry et al where students self report their ability to perform specific tasks.…”

Section: Methodsmentioning

confidence: 99%

Improving Design Competency in Introductory Engineering Courses within a General Education Requirement

Lombardo¹,

Faas²,

Uttamchandani³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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developed a methodology to support low clearance immersive, intuitive manual assembly while using low-cost desktop-based Virtual Reality systems with haptic force-feedback. Research interests: virtual reality (VR) applications in mechanical design, design methodology and engineering education. Design competencies were measured in these courses, both pre-and postexperience, using self-reported surveys as well as instructor assessment of ABET learning outcomes. The post-experience surveys as well as final project rubrics were used to measure changes in design competencies as well as changes in self-efficacy. There was a correlation between the changes of self-efficacy and ABET outcomes at the end of the courses for both major-specific and general education courses. Students in the general education course scored lower in final self-efficacy compared to their peers in the major-specific courses but there may be a trade-off between making engineering material more accessible to general education requirements as compared to the depth covered in major-specific courses. This paper shows that encouraging and motivating students to study engineering does not necessarily have to be distinct from teaching them technical design or engineering skills. Learning outcomes in handson design courses are a critical component to student engagement and retention within engineering and the liberal arts. All of the courses discussed within this paper play important but different roles within the engineering curriculum at Harvard.

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Self-efficacy, overconfidence, and the negative effect on subsequent performance: A field study

Cited by 106 publications

References 30 publications

Obsessive passion, competence, and performance in a project management context

Obsessive passion, competence, and performance in a project management context

Effects of self‐efficacy on objective and subjective outcomes in transactions and disputes

Improving Design Competency in Introductory Engineering Courses within a General Education Requirement

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