The role of cognitive mediators in heterosocial anxiety: A test of self-efficacy theory

Barrios, Billy A.

doi:10.1007/bf01172890

Cited by 30 publications

(12 citation statements)

References 34 publications

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“…Thus, not only did self-efficacy expectancies predict anticipated anxiety in par ticular situations, but dispositionally anxious subjects had generally lower self-presentational efficacy expectancies. Similarly, Barrios (1983) found that the strength of subjects' self-efficacy expectancies in inter personal role-play situations correlated negatively with social anxiety (see also Moe & Ziess, 1982).…”

Section: Dispositional Factorsmentioning

confidence: 92%

Self-Efficacy, Social Anxiety, and Inhibition in Interpersonal Encounters

Leary¹,

Atherton²

1986

Journal of Social and Clinical Psychology

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This paper presents a refinement of the self-presentational model of social anxiety that includes concepts borrowed from self-efficacy theory. Specifically, the distinction between self-efficacy and outcome expectancies is incorporated into the self-presen tational approach, and literature is reviewed that demonstrates that people experi ence social anxiety when their self-presentational efficacy or outcome expectancies are low. In addition, the self-efficacy and self-presentation approaches are integrated to explain why people tend to become inhibited when they feel socially anxious, and implications of the two theories for the treatment of chronically socially anxious individuals are discussed.

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Section: Dispositional Factorsmentioning

confidence: 92%

Self-Efficacy, Social Anxiety, and Inhibition in Interpersonal Encounters

Leary¹,

Atherton²

1986

Journal of Social and Clinical Psychology

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“…Additional research exploring subjects' task perceptions is needed to resolve this question. Barrios (1983) identified heterosexually anxious male adults who judged self-efficacy for heterosexual encounters and participated in role playing. Perceived efficacy was a significant predictor of subjects' approach behaviors during the role playing.…”

Section: Social Skillsmentioning

confidence: 99%

Self-efficacy and achievement behaviors

1989

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Abstract:In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy. KEY WORDS: achievement; self-efficacy; motivation. Article: SELF-EFFICACY AND ACHIEVEMENT BEHAVIORSThere is growing evidence that personal cognitions influence the instigation, direction, and persistence of behaviors. Various theoretical traditions emphasize the importance of individuals' beliefs concerning their capabilities to exercise control over important aspects of their lives (

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“…At a theoretical level, the model has generated a great deal of debate (e.g., Kirsch, 1985), but practically it has been shown to be very useful. Although early work with the theory was concentrated on psychological problems such as phobias (e.g., Bandura and Adams, 1977), the theory has been applied to a wide range of activities including social interactions (e.g., Barrios, 1983;Lee, 1984) and intellectual skills (e.g., Schunk, 1983). Since clinical training clearly involves both social and intellectual skills, the high predictive validity found in these settings suggests that efficacy expectations could usefully be applied to the development of clinical skills.…”

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confidence: 99%

Self-efficacy as a predictor of clinical skills among speech pathology students

Lee

Schmaman²

1987

High Educ

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Bandura's self-efficacy theory was used a model for examining levels of confidence and clinical skills among undergraduate speech pathology students. Forty-four second-year students rated their confidence in their ability to perform a number of clinical tasks at the beginning and at the end of the academic year, which was their first clinic experience. These efficacy expectations were compared with clinical supervisors' assessments of the students' performance on the same tasks. An attempt was also made to assign students to pairs and small groups for training on the basis of their initial efficacy expectations Efficacy strength (but not level) increased significantly over the year, and efficacy level (but not strength) was moderately and significantly related to clinical supervisors' ratings of clinic performance. Practical problems arose with the grouping, but the results suggested that there may be some possible benefits from assigning students to pairs on the basis of their self-efficacy. These results show self-efficacy to be only moderately well related to clinic performance, but it is suggested that relatively high baselines may have attenuated the strength of the obtained relationship. The role of self-efficacy in clinical skills training warrants further investigation.A perennial problem for the educator of clinicians, whether in speech pathology or in other fields, is the anxiety with which students view clinical placements. It is generally believed that students have very low levels of confidence and high levels of fear when first faced with the task of dealing with members of the public. This investigation looks at students' confidence and performance from the point of view of self-efficacy theory.Self-efficacy theory (e.g., Bandura, 1977a) proposes that people's expectations about their abilities to perform particular tasks largely determine the extent to which they persevere with those tasks and how successful they are with them. According to this model, people develop "efficacy expectations", highly specific beliefs about their abilities to perform certain tasks in certain situations, through a synthesis of information from a variety of sources. These sources include the subject's previous experiences with the activity and setting, his or her observations of other people's actions in similar situations, verbal information, and the person's interpretation of his or her state of physiological arousal. Information from all these sources is weighted to produce an overall "efficacy expectation".The efficacy expectation is quite specific to a particular situation and can be modified through experience or observation. This emphasis on specificity and

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The role of cognitive mediators in heterosocial anxiety: A test of self-efficacy theory

Cited by 30 publications

References 34 publications

Self-Efficacy, Social Anxiety, and Inhibition in Interpersonal Encounters

Self-Efficacy, Social Anxiety, and Inhibition in Interpersonal Encounters

Self-efficacy and achievement behaviors

Self-efficacy as a predictor of clinical skills among speech pathology students

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