Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions.

Salomon, Gavriel

doi:10.1037/0022-0663.76.4.647

Cited by 771 publications

(490 citation statements)

References 33 publications

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“…For example, Schunk and colleagues found that perceived self-efficacy for learning correlates positively with students' rate of solution of arithmetic problems (Schunk & Hanson, 1985;Schunk, Hanson, & Cox, 1987). Salomon (1984) has found that self-efficacy is positively related to self-rated mental effort and achievement during students' learning from text material that was perceived as difficult. Regarding the effects of perceived self-efficacy on persistence, path analyses have shown that it influences students' skill acquisition both directly and indirectly by increasing their persistence (Schunk, 1981).…”

Section: Role Of Self-efficacy In Academic Motivationmentioning

confidence: 99%

Self-Efficacy: An Essential Motive to Learn

Zimmerman

2000

Contemporary Educational Psychology

2,769

1,657

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During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. © 2000 Academic PressEducators have long recognized that students' beliefs about their academic capabilities play an essential role in their motivation to achieve, but selfconceptions regarding academic performance initially proved difficult to measure in a scientifically valid way. Initial efforts to study students' selfbeliefs gave little attention to the role of environmental influences, such as specific features of performance contexts or domains of academic functioning. In the late 1970s, a number of researchers began to assess self-beliefs in a more task-specific way, and one of the most important of these efforts focused on self-efficacy. In 1977(a) Bandura proposed a theory of the origins, mediating mechanisms, and diverse effects of beliefs of personal efficacy, and he provided guidelines for measurement of self-efficacy beliefs for different domains of functioning. In the present article, I define self-efficacy and distinguish it from related conceptions in the literature, describe its role in academic motivation and learning (with special attention to students' capabilities to regulate their own learning activities), and discuss its susceptibility to instruction and other social-cultural influences. Because of space limitations, I cite only key studies and do not consider other issues such as theoreti-I express my gratitude to Frank Pajares and Manuel Martinez-Pons for their helpful comments on an earlier draft of this article.Address correspondence and reprint requests to Barry

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Section: Role Of Self-efficacy In Academic Motivationmentioning

confidence: 99%

Self-Efficacy: An Essential Motive to Learn

Zimmerman

2000

Contemporary Educational Psychology

2,769

1,657

View full text Add to dashboard Cite

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“…Similarly, perceived competence, which is a related construct that reflects broader perceptions and knowledge (Bong and Skaalvik 2003;Hughes et al 2011;Klassen and Usher 2010), also affects academic motivation and learning outcomes (Bong and Skaalvik 2003;Harter 1990;Ma and Kishor 1997). Moreover, when students' confidence in their own capabilities increases, they tend to use more cognitive and metacognitive strategies irrespective of previous achievement or ability (Pajares 2006) and the willingness to invest mental effort in a task changes as well (Bandura 1977;Salomon 1983Salomon , 1984.…”

Section: Model-observer Similaritymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model's and observer's gender. In a 2 (Model: Female/Male) 9 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers' gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples.

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“…However, at very high self-efficacy, some individuals may feel overconfident and reduce their efforts [7], Assuming that individuals feel efficacious about surmounting problems, holding some doubt about whether one will succeed can mobilize effort and lead to better use of strategies than will feeling overly confident [8].…”

Section: Self-efficacymentioning

confidence: 99%

Its Not All About the Money: Self-efficacy and Motivation in Defensive and Offensive Cyber Security Professionals

Hodges

Buckley

2017

Human Aspects of Information Security, Privacy and Trust

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Abstract. Two important factors that define how humans go about performing tasks are self-efficacy and motivation. Through a better understanding of these factors, and how they are displayed by professionals in different roles within the cyber security discipline we can start to explore better ways to exploit the human capability within our cyber security. From our study of 137 cyber security professionals we found that those in attack-focussed roles displayed significantly higher-levels of self-efficacy than those in defensive-focussed roles. We also found those in attack-focussed roles demonstrated significantly higher levels of intrinsic motivation and significantly lower levels of externally regulated motivation. It should be noted we found no correlation with age or experience with either the focus of the practitioners task (whether offensive or defensive focussed) or their levels of motivation or self-efficacy. These striking findings further highlight the differences between those performing tasks that are self-described as offensive and those that are self-described as defensive. This also demonstrates the asymmetry that has long existed in cyber security from both a technical and opportunity viewpoint also exists in the human dimension.

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Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions.

Cited by 771 publications

References 33 publications

Self-Efficacy: An Essential Motive to Learn

Self-Efficacy: An Essential Motive to Learn

Learning from video modeling examples: does gender matter?

Its Not All About the Money: Self-efficacy and Motivation in Defensive and Offensive Cyber Security Professionals

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