The Capitalization of Personal Self-Efficacy: Yields for Practices and Research Development

Abstract

Quality learning in achievement contexts is an important feat for enhancement and development. In a similar vein, in the contexts of secondary schooling, academic engagement is a major element for scholarly consideration (e.g., "I really enjoy coming to school, and taking part in these social activities"). In the area of educational psychology, there have been various cognitive (e.g., achievement goal orientations) and noncognitive (e.g., self-concept) theories that note and explain individuals' learning, academic engagement, motives, etc. Bandura's (1986) social cognitive theory, especially the tenets of personal self-efficacy (Bandura, 1977(Bandura, , 1997 have been researched and used to account and predict individuals' cognition and behaviors in educational and non-educational settings.This theoretical review then, explores a few identified issues related to quality learning -for example, one's sense of identity and how this psychosocial facet features in the teaching and learning processes. We also scope, in the latter section of this article, the potency of personal self-efficacy in the contexts of quality learning and school engagement, and how this theoretical orientation, in totality, may result in effective practices and continuing research development.

The Importance of Various Indicators of Active Learning on the Enhancement of Saudi Students’ Motivation and English Achievement: An Experimental Study

“…Third, students might find it comfortable, fun, and interesting to work in a safe and supportive learning environment such as group work (Brown, 2001), which therefore might have the potential to enhance intrinsic value. Overall, it is generally recommended by many research studies (e.g., Fredricks et al, 2004;Phan, 2011Phan, , 2013 that teaching practices and/or intervention program targeting to enhance students' motivation should involve group work activities.…”

Exploring the learning experiences of adult Hispanic in MOOCs through self-efficacy theory

“…According to Bandura (1997) anxiety, stress, fatigue or other aversive arousals lower one's perception of one's capacity to perform a task, and elevates one's fear of not being able to achieve the expected outcomes. In contrast, positive emotional feedback creates serenity and the belief in one's ability to successfully perform a task (Phan, 2013).…”

“…First of all, it is necessary to clarify, using a rather broad brush, the differences between collectivist and individualistic cultures. Phan (2013) Additionally, Phan (2013) highlights the importance that collectivist cultures give to family well-being and respect to others. Valenzuela (1999) adds that in collectivist cultures-such as the dominant culture in Mexico--respect for elders and teachers is important.…”

Πηγές Διαμόρφωσης Των Πεποιθήσεων Αυτοαποτελεσματικότητας Εκπαιδευομένων Και Στελεχών Επαγγελματικής Συμβουλευτικής

“…Αναδεικνύεται, επίσης, η έννοια της αυτοαποτελεσματικότητας ως θεμελιακού παράγοντα κινητοποίησης του ατόμου στους τομείς της εκπαίδευσης και της εργασίας (Bandura, 2005. Phan, 2013.…”

“…Οι πεποιθήσεις αυτοαποτελεσματικότητας κατέχουν καθοριστικό ρόλο στην ερμηνεία της τριαδικής σχέσης αμοιβαίου καθορισμού, καθώς διαμεσολαβούν με δραστικό τρόπο ανάμεσα στη σκέψη, τη συμπεριφορά, τους προσωπικούς παράγοντες, τις ποικίλες επιρροές του περιβάλλοντος, τη δράση και τα αποτελέσματα μιας ενέργειας (Bandura, 2005(Bandura, , 2012 (Phan, 2013). Η αυτοαποτελεσματικότητα παίζει καθοριστικό ρόλο στη διαμόρφωση της συμπεριφοράς καθώς βοηθά το άτομο να αξιολογήσει, να κρίνει και αν χρειάζεται, να τροποποιήσει τον τρόπο σκέψης σχετικά με τις δράσεις του (Phan, 2013, p. 74).…”