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Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation
Abstract
Tested the hypothesis that self-motivation through proximal goal setting serves as an effective mechanism for cultivating competencies, self-percepts of efficacy, and intrinsic interest. 40 children (7.3–10.1 yrs of age) who exhibited gross deficits and disinterest in mathematical tasks pursued a program of self-directed learning under conditions involving either proximal subgoals, distal goals, or no goals. Results of the multifaceted assessment provide support for the superiority of proximal self-influence. Under proximal subgoals, Ss progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and developed a sense of personal efficacy and intrinsic interest in arithmetic activities that initially held little attraction for them. Distal goals had no demonstrable effects. In addition to its other benefits, goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance. Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Social Cognition Theory (SCT) was widely adopted to research individuals' discontinuous usage (Turel, 2015;Cao et al., 2020b;Fu and Li, 2022), and self-efficacy is one of its most important concepts that relate to the individual's ability to judge their own ability (Bandura, 1977). Those who possess it to a high extent are able to effectively direct their enthusiasm, cognitive resources and all other required resources toward achieving desired results (Bandura and Schunk, 1981). The social media strategy that is applied is usually related to the users' psychological state (Huang et al., 2014), as well as the associated emotion and consciousness (Folkman and Moskowitz, 2004). ...
... Self-efficacy is the individuals' ability to operate in a specific situation, and it relates to their ability to make judgements and perceive themselves and extends to self-belief (Bandura and Schunk, 1981). A lack of self-efficacy will directly lead to a lack of behavioral motivation (Heuven et al., 2006). ...
... The intention to use is not only technical (affected by the perception and ease of use) but is also psychological and therefore extends to organizational support and self-efficacy (Chuo et al., 2011). The study of selfefficacy was accordingly expanded to incorporate the study of emotional regulation (Bandura and Schunk, 1981). The concept of regulatory emotional self-efficacy (which emphasizes how the ability to manage emotional states can enable individuals to more effectively mediate) has also been put forward. ...
Purpose
The discontinuous usage behavior of short video social media presents an ongoing challenge to platform development. The purpose of this study is to investigate the antecedents of intentions to short media discontinuous usage.
Design/methodology/approach
This study adopts a Cognition–Affection–Conation (CAC) framework to analyze short video social media discontinuous intention on the basis of cognitive dissonance theory (CDT) and self-efficacy theory. The empirical evaluation of the research model was conducted using SmartPLS 2.0 and was based on questionnaire data obtained from participants in China.
Findings
The results show information overload and user addiction have a significant positive association with cognitive dissonance, which is, in turn, found to significantly impact discontinuous usage intention. Self-efficacy moderates the relationships between information overload, user addiction, cognitive dissonance and discontinuous usage.
Originality/value
This study contributes to the understanding of the factors that influence short video discontinuous usage intention and it achieves this by engaging from a CDT perspective and by applying Self-Efficacy Theory. Theoretical implications for future short video platform research, as well as practical suggestions for short video platform operators and users, are also discussed.
... RQ. 2 Is there any correlation between motivation, anxiety, attitude, self-confidence and self-efficacy? RQ. 3 Is there any difference in emotions between males and females concerning language learning? ...
... Self-efficacy in language learning is students' belief in their capabilities to carry out, organize and perform a task successfully (Ersanli, 2007). Bandura and Schunk (1981) defined 'self-efficacy beliefs' as "people's judgement of their capabilities to organize and execute courses of action required to attain designated types of performances" (p.31). There are four sources of self-efficacy, according to Bandura (1997), which affect the development of self-efficacy beliefs: a) mastery experience, (b) vicarious experience, (c) social persuasion, and (d) physiological states Successful past experiences play a vital role in self-efficacy. ...
This study aims to investigate the role of psychological factors or affective factors on language learning during Covid-19 distance education. Both the quantitative and qualitative approaches are used in the current study. The research instruments were questionnaires with one hundred students, and interviews with three students. The results show that motivation, anxiety, attitude, self-confidence, and self-efficacy in learning English are correlated and affected by Covid-19 distance education Hence, it is recommended that the psychological factors of learning should be taken into account by the teacher, administrators and decision makers.
... Proximal goal setting (Bandura & Schunk, 1981) Setting near-term goals to make behaviors seem more manageable and less overwhelming. ...
... (Continues) with one that includes efficacy and norms-based interventions designed to motivate social diffusion for, as well as personal engagement in, conservation behavior. To build participants' efficacy regarding diffusion and personal behavior, intervention workshops applied research-based strategies, including social modeling (Bandura, 1971;Geiger et al., 2017), mastery experiences (Bandura, 1977(Bandura, , 1997, social persuasion (Bandura, 1988), and proximal goal setting (Bandura & Schunk, 1981;Bandura & Simon, 1977). We also provided feedback on the positive ecological and social impacts of personal and diffusion behavior (Geiger et al., 2017). ...
Motivating people to take environmentally friendly action, especially collective actions that promote greater social engagement, is important for addressing environmental issues like biodiversity loss. We conducted an online workshop-based field experiment to target social-psychological perceptions to motivate people to plant native plants and encourage others to do the same. To shift these perceptions, we added 13 microinterventions to half the workshops, including normative messaging, public commitment-making, and providing feedback on the impact of reaching out to others. We used a voucher system to track real-world behavior by partnering with native plant nurseries. Compared to an information-only control workshop, our intervention workshops initially increased certain social-psychological perceptions related to encouraging others to plant native plants. However, they did not change behaviors, or many perceptions, compared to control workshops. Additional exploratory analyses revealed differing patterns of behavioral perceptions 2 months after the workshops. Further research is needed that implements experimental methods and real-world measures of conservation behavior to evaluate the impacts of theory-based outreach tactics on collective actions.
Keywords: efficacy, field experiment, social diffusion, social norm, workshop intervention
... Rights reserved. academic achievement (e.g., Bandura & Schunk, 1981;Bartimote-Aufflick et al., 2016;Pajares & Graham, 1999;Zimmerman, 2000). It is linked to choice of activities, level of effort, persistence, emotional reactions and mathematical achievement (Bandura & Schunk, 1981;Pajares & Graham, 1999;Zimmerman, 2000). ...
... academic achievement (e.g., Bandura & Schunk, 1981;Bartimote-Aufflick et al., 2016;Pajares & Graham, 1999;Zimmerman, 2000). It is linked to choice of activities, level of effort, persistence, emotional reactions and mathematical achievement (Bandura & Schunk, 1981;Pajares & Graham, 1999;Zimmerman, 2000). There are also implications that mathematics self-efficacy affects students' selection of science-based majors in college (Hackett & Betz, 1989). ...
In this study, we investigated undergraduate mathematics students’ (N = 267) attitudes towards proving. The students were taking an introduction-to-proof type course that was situated at the beginning of the mathematics curriculum and lasted for one term. Four attitude variables were measured at the beginning and at the end of the course with a new self-report instrument: self-efficacy, anxiety, appreciation and motivation. The instrument was based on two existing instruments on mathematics attitudes and proof-related self-efficacy. We studied how these four attitude variables were related to the students’ prior skills and their gender at the beginning of the course, how the attitude variables changed during the course, and how they affected the students’ performance in the final course project. Our results indicate that students’ prior performance is linked to their proof-related self-efficacy, anxiety and motivation at the beginning of the course. Female students exhibited lower efficacy and motivation levels than male students. During the focus course, students’ self-efficacy increased and anxiety decreased. The gender gaps in self-efficacy and motivation persisted throughout the course. In addition, high motivation in the beginning of the course predicted good performance in the final project. Based on our results, we conclude that an introductory course on proving can enhance students’ attitudes, and we suggest that these attitudes are taken into account in teaching as they can affect students’ performance. Finally, we urge researchers and professionals to earnestly consider ways to mitigate gender differences in mathematics.
... For students to work towards goals in an efficient manner, goals need to be fine-grained enough for students to remain motivated (Bandura & Schunk, 1981). When a goal is too big, it can be difficult to gauge progress. ...
... In addition, an actionable plan can more easily be constructed around smaller goals. Goal setting theory and research on goal setting has shown that productivity and motivation increase when a specific goal has been set (Bandura & Schunk, 1981;Latham, 2004). ...
We developed and launched an online, course-integrated module called Growth & Goals aimed to help students better develop evidence-based learning skills. The module focuses on five main concepts: self-regulated learning, goal-setting, metacognition, mindfulness, and mindsets (growth and fixed continuum). Growth & Goals is an open education resource available for download at no cost to any educator through FlynnResearchGroup.com/GrowthGoals. The module is available in both French and English and can be customized to any university course. The module addresses the aforementioned concepts through a combination of text and videos, with interspersed interactive activities that students use to develop their learning skills. Growth & Goals is intended to help students effectively manage the challenges they may encounter as they progress through their postsecondary academic career and beyond and become more proficient learners. Since 2017, the module has been implemented in more than 15 university courses and has been used by over 8000 students. The preliminary evaluation of Growth & Goals has been largely positive, indicating that the module has been well received by both students and educators and that it successfully guides students in learning the module’s concepts.
... H2c) Given the theorised influences of grade goals on self-efficacy (Bandura, 2012), and selfefficacy on interest (Bandura & Schunk, 1981;Hidi & Renninger, 2006), students who made grade goals were hypothesised to have greater future interest. ...
Students entering higher education experience significant declines in both performance and motivation. Compulsory foundational gateway courses are an obvious source of difficulty. Low cost at-scale support is much needed during this critical period, but when and how remain open questions. Grade goals and self-efficacy provide short-term motivation, and are among the greatest correlates to achievement in higher education. Furthermore, students’ ongoing development in domain knowledge and interest can also offer insight on the student experience beyond the gateway course. The current study investigated the interplay between performance, short-term, and long-term motivations in a first-year online mathematics course at a research-intensive university in Pacific-Asia. Participants (n=175) completed a pretest, four formative quizzes, and surveys measuring self-efficacy (beginning, middle, and end) and interest (beginning and end). Participants were randomly assigned to one of control (no explicit instructions), course-grade-goal, or quiz-grade-goal conditions (i.e., explicit instructions to make goal(s) for the overall course or each subsequent quiz respectively, with feedback on each quiz in relation to goals). Analyses included MANOVAs for difference testing, and testing a longitudinal fullyforward (all past variables simultaneously predicting future variables) latent SEM model. In the face of an uncertain context, self-efficacy remained a salient reciprocal predictor of performance, while students’ interest experienced initial dissonance with performance, realigning by the end of the semester. SEM results indicated that participants who set course-level goals had greater middle-of-term self-efficacy, but also lower interest at the end of the course. Theoretical and practical implications are discussed.
... The first hypothesis "there is a significant relationship between SNS and students' social presence" was supported, indicating that students with SNS make use of virtual networks' facilities and services and have an active presence in online environments to receive and provide services to others in the form of interactions and social exchanges. Previous research has also shown students with high self-efficacy are more likely to participate in learning environments with greater diligence and effort and have more flexibility in overcoming difficulties (Bandura & Schunk, 1981;Bandura, 1999;Schunk, 2003). Consequently, such students have an active and dynamic presence in cyberspace and achieve their educational and social objectives by establishing constructive social interactions. ...
In the digital era, there has been a growing focus on seeking online academic help-seeking as an effective factor for success in the virtual learning environment. However, the Social Networking Self-efficacy (SNS) and social presence of students in online learning environments remain underexplored. This study employed a structural model to investigate the relationship between students’ SNS, academic help-seeking, and social presence, as well as the mediating role of academic help-seeking between these two factors. The research design was quantitative, using a descriptive and correlational approach. Data were collected from 339 students at an Iranian university in Hamedan and analyzed using structural equation modeling. The findings indicated that SNS had both direct and indirect influences on social presence, through academic help-seeking. Additionally, academic help-seeking was found to impact social presence, thus mediating the relationship between SNS and social presence. Therefore, educators and policy-makers should consider the role of academic help-seeking and SNS to enhance social presence.
... The judgements of selfefficacy influence the effort that staff will spend on a task or how long they may persist with it. Individuals with stronger self-efficacy beliefs put more effort into mastering a challenge whilst those with a weak self-efficacy belief are more likely to quit or lessen their efforts towards that task (Bandura & Schunk, 1981;Brown & Inouyne, 1978). ...
... As such it should reflect the principles of good assessment practice and be fair, transparent, and based on a range of evidence gathered over time (Crooks, 1988). Testing and screening as part of the selection process seems to be premised on the notion that academic ability is fixed, yet as teachers we know that motivation and self-efficacy also have an impact on academic achievement (Bandura & Schunk, 1981;Harlen & Deakin Crick, 2003) Accordingly, secondary school performance and assessments may not be a genuine indicator of academic ability, nor of success as a teacher in the future. ...
I offer this critical essay as a reminder of the prevalence of unproven negative dialogue about Initial Teacher Education (ITE) in New Zealand, taking selection practices as an example. The focus of this critical essay is the evidence base about selection of students into English-medium undergraduate ITE programmes. In New Zealand and elsewhere, selection practices suggest that there are some people who are suited to teaching and others who are not and that we can, and should, screen out unsuitable people before entry. I make a case for examining taken-for-granted assumptions about selection and developing research informed selection practices in response to calls for increased diversity in the profession.
... The integration of Islamic values into entrepreneurship can result in a different approach to business that suits consumers who seek products and services that align with their ethical beliefs [28], [29]. To frame the analysis of the 'Pesantrenpreneur' phenomenon, Bandura's Social Cognitive Theory (SCT) offers a useful lens [30], [31]. This theory states that learning occurs through observation, imitation, and interaction with one's environment. ...
This research explores the burgeoning phenomenon of
'Pesantrenpreneurship' within an Islamic boarding school in West Java,
Indonesia. 'Pesantrenpreneurs' are individuals who engage in
entrepreneurial activities within the context of the pesantren, blending
religious values with innovative business pursuits. Through a mixed�methods approach involving qualitative interviews and quantitative
surveys, this study uncovers the driving factors behind
'Pesantrenpreneurship,' the types of businesses emerging, the impact
on personal development and the community, and the intersection of
religious values and entrepreneurship. The findings contribute to our
understanding of the evolving role of religious institutions in
promoting entrepreneurship and fostering socially responsible
business practices
... Ключевой фактор ее формирования -масштабный, массовый кризис социальной и личностной идентичности, сужение временной перспективы, устойчивое ощущение низкой самоэффективности. Это препятствует выработке стратегий преодоления неблагоприятных условий, формированию умения справляться со стрессом [Bandura, Schunk, 1981;Luszczynska et al., 2005]. Так опосредуется связь между негативным опытом и последующей низкой активностью, причем не только в экономической, но и в любой другой сфере , поскольку отрицательный опыт, приобретенный в одной ситуации, переносится и на другие, когда возможность контроля реально существует. ...
Abstract. The article examines the social cohesion of the inhabitants of the Russian village, the features of which are
closely related to the social transformations of recent years. Based on the analysis of the results of qualimetric (social cohesion)
and qualitative (life-style) research, the authors assess the level and character of the social cohesion, and offer explanations for
the low integration of the rural community into Russian society at the societal level. The analysis of the interview transcripts is
made with the emphasis on the subjective aspects of transformational and integrative processes in the countryside, which are
examined through the analysis of villagers’ experience. Based on interviews with rural people, the authors examine the nature
of their cohesion, which makes it possible to partially explain the feeling of hopelessness, narrowness of the time perspective,
social fatigue, nostalgia for the past and behavioral passivity, low civil and protest activity, preventing the integration of the
rural community into the new economic and social relations and strengthening general solidarity of Russian society. The authors
conclude that “minimalistic” expectations, “the traditionalist” labor attitudes and the tendency to isolation of the peasant
make up a coherent ethical system developed on the basis of the crisis of social and personal identity, the narrowing of time
perspective, feelings of low self-efficacy.
В статье анализируется социальная сплоченность жителей российского села, обусловленная социокультурными трансформациями последних лет. На основе результатов количественного (социальной сплоченности) и качественного (образа жизни) исследований дается оценка уровня и качественного своеобразия социальной сплоченности, а также предлагается объяснение низкой интегрированности сельских сообществ в российское общество. Используя метод интервью, авторы анализируют характер сплоченности сельских жителей, что позволяет объяснить ощущение безнадежности, узость временной перспективы, социальную усталость, ностальгию по прошлому, поведенческую пассивность, низкую гражданскую и протестную активность. Это препятствует интеграции в новые социально-экономические отношения и укреплению солидарности общества в целом.
... In the same vein, Kunal (2008) observes that students who are very successful in their desired career have longer study time. It was stated that students who apply these attitudes in all of their courses always come out successful. ...
... Students' self-efficacy is significantly and positively related to their learning motivation in smart classroom environments. This relationship occurs because high levels of self-efficacy can enhance motivation, promote higher goal-setting behaviors, and influence persistence and commitment toward goal attainment (Bandura & Schunk, 1981). Similarly, selfefficacy plays an important role in students' academic lives and can influence their motivation and behavior (Bandura, 2006). ...
To understand the development of students’ higher-order thinking skills (HOTS) in the smart classroom environment, a structural equation modeling analysis was used to examine the key factors and mechanisms of such skills. A total of 660 primary and secondary school students with smart classroom learning experiences in mainland China were surveyed using the self-efficacy, learning experience, learning motivation, and higher-order thinking development scales. Correlation analysis using SPSS 26.0 and AMOS 24.0 showed that students’ attitudes toward the use of smart devices, learning experience, self-efficacy, and learning motivation positively affected their HOTS. In particular, students’ attitudes toward the use of smart devices and self-efficacy positively influenced their learning experience and motivation, respectively. In addition, learning experience positively mediated self-efficacy and learning motivation. Based on these findings, this study provides several suggestions for improving students’ HOTS in a smart classroom environment.
... The concept of goals plays an essential role in the self-evaluative judgment of individuals' capabilities, as various studies assert (Bandura, 1986;Bandura & Schunk, 1981;Zimmerman, 2000;Zimmerman & Bandura, 1994). Notably, achievement goals and self-efficacy are interdependent concepts. ...
... Trials (2023) 24:511 smaller interim goals working towards to the ultimate goal as a solution to overcome the starting problem. Subgoaling takes advantage of individuals working harder when their goal feels more attainable, reinforces motivation by rewarding marginal improvements [26,27], and boosts task persistence [28]. The approach is most useful when people are doubtful about reaching or are performing far below a distant goal [29,30]. ...
Background
Treatment outcomes of HIV-positive individuals are threatened by low antiretroviral therapy (ART) adherence, a problem that is particularly acute among youth. Incentives are a promising tool to support ART adherence, but traditional incentive designs rewarding uniformly high levels of the desired health behavior may demotivate those with low levels of the behavior. In this study, we investigate the effectiveness of alternative approaches to target-setting for incentive eligibility using subgoals (i.e., individual-specific, interim targets leading up to the optimal target).
Methods / design
We will enroll 628 HIV-positive youth between ages 15 and 30 into a 3-year randomized controlled trial. Participants will be randomized 1:1:1:1 to a control arm or one of three intervention arms (n = 157 each) that allow them to enter a prize drawing for small incentives if their ART adherence meets the given goal. In the first arm (T1, assigned subgoal), goals will be externally assigned and adapted to their initial adherence level. In the second arm (T2, participatory subgoal), participants can set their own interim goals. In the third arm (T3, fixed goal), all participants must reach the same target goal of 90% adherence. T1 and T2 participants are required to reach 90% adherence by month 12 to participate in a larger prize drawing. The control group receives the usual standard of care. All four groups will receive weekly motivational messages; the three treatment groups will additionally receive reminders of their upcoming prize drawing. Adherence will be measured continuously throughout the intervention period using electronic devices and for 12 months post-intervention. Surveys will be conducted at baseline and every 6 months. Viral loads will be measured annually. The primary outcome is Wisepill-measured adherence and a binary measure for whether the person took at least 90% of their pills. The secondary outcome is the log-transformed viral load as a continuous measure.
Discussion
Our study is one of the first to apply insights about the psychology and behavioral economics of goal-setting to the design of incentives, by testing whether conditioning the eligibility threshold for incentives on subgoals (interim goals leading up to the ultimate, high goal) improves motivation and adherence more than setting a uniformly highly goal, and a comparison group.
Trial registration
ClinicalTrials.gov NCT05378607. Date of registration: May 18, 2022.
... Por fim, a autoeficácia está diretamente relacionada aos processos mentais de motivação, de autorregulação e de autopercepção, nas expectativas de resultados bem como nas escolhas e interesses (Bandura & Schunk, 1981;Zimmerman, 2000). Educandos com senso de autoeficácia elevado apresentam também um nível mais alto de motivação, pois acreditam em seu potencial ao realizar uma determinada tarefa. ...
This paper is based on the contributions of the Self-Determination Theory of Edward L. Deci
and Richard M. Ryan and the Social Cognitive Theory of Albert Bandura to the teachinglearning process. The study is exploratory and aims to investigate and analyze, through field
research, the relationship between the perception of autonomy, competence, and relatedness
and the self-efficacy beliefs of students, adolescents, and young adults, in technical education.
This study had the participation of 159 students from a technical institution in the countryside
of São Paulo state. Data were collected using two instruments that assess the students'
perception of their sense of autonomy, competence, and relatedness, and an academic selfefficacy scale for high school. Data analysis included descriptive and correlational analyses
among the variables under study. There was a moderate positive correlation between the
variables, 1) competence and the self-efficacy to learn, 2) competence and the self-efficacy to
perform in school life, 3) competence and the self-efficacy for career decision, 4) belonging
and the self-efficacy to learn and 5) belonging and the self-efficacy for career decision. Along
with a weak positive correlation between the variables belongingness and self-efficacy to
perform in school life. Additional exploratory analyses revealed a moderate positive correlation
between the variables competence and belongingness and a weak positive correlation between
the variables autonomy and competence. Regarding the gender of the students, there was a
statistically significant difference only in the self-efficacy variable for career decision, although
the p value was very close to the 0.05 significance level. Thus, it was evident that the behavior
of women and men have a similar profile concerning the variables analyzed.
Keywords: Self-determination theory, Self-efficacy, Motivation, Teaching-learning,
Technical Education
... As a leading example we will consider a champion who agrees to make sacrifices in the short run to better achieve his goals in the future. In this context, we will examine the importance of proximal goals that divide the difficulty and help to reach distal goals (Bandura & Schunk, 1981). An opposite example is a firm that exploits more than it explores over several periods. ...
This paper provides a general and formalized theory of self-regulation success and failures as an application of the recent Variational rationality approach of stay and change human dynamics (Soubeyran, 2009, 2010, 2021.a,b,c,d). For concreteness purposes, it starts with an example in psychology: how to gain or to loose weight ? It ends with a general, conceptual, dynamical and computable formulation of self-regulation and goal pursuit in the context of variational principles and adaptive optimizing algorithms in mathematics.
... The length of study time and homework greatly influence student achievement, students who take more hours perform better achievement than those who take shorter hours to study. This arguments agreed by Kunal (2008) that stated there is a significant difference between shorter study time and longer study time to academic achievement. In line with this some researcher also agree that there are relationship between study time (for completing the assignment and preparing for the final examination) to academic achievement, on this case they recommend to extend learning time to increase academic achievement/performance (Jez & Wassmer, 2015;Kaur et al., 2021;Rauf & Shahed, 2015). ...
The purpose of this research is to find empirical evidence that causes low learning achievements in sharia accounting subject on sharia economics students. This study uses a qualitative interpretive case study method to explore and reveal information that cannot be explained by other research methods, as well as conducting causal investigations related to an event being studied. The research findings are there is an internal and external factor that caused the low learning achievement on sharia accounting subjects. The internal factors within the students include: First, the lack of basic knowledge of introductory accounting. Second, The low interest and motivation in subjects that use mathematical calculations. Third, No motivation to study the supporter subjects (introductory accounting fiqh muamalah) independently. The external factors that caused the low learning achievement among sharia economics students are: First, the learning duration in the class room, Second, the existing curriculum does not accommodate the success of learning achievement. Third, the learning environment is not conducive.
... Infatti, è molto parziale la concezione secondo cui le competenze indicherebbero "il saper fare", le capacità e le abilità pratiche in contrapposizione alle conoscenze che corrisponderebbero invece al "sapere", ovvero a nozioni, teorie, concetti e formule. Piuttosto riteniamo, in linea con una solida letteratura, che si possa e si debba includere nelle competenze tanto l'una che l'altra dimensione, poiché l'una presuppone l'altra e viceversa (Fodor, 1998;Baldacci, 2006;Jung, Newen, 2010) e che anzi le competenze non siano altro che la "mobilizzazione" di conoscenze, abilità, capacità, attitudini (Bandura, Schunk, 1981;Le Boterf, 1994;Biesta, 2014). Le conoscenze non possono essere confermate e mantenute se non hanno un risvolto in termini pratici ovvero se non vengono sorrette da un'estensione applicativa delle stesse. ...
ibattito pubblico e senso comune associano erroneamente la povertà educativa ai soli paesi in via di sviluppo, mentre è invece molto diffusa anche in un paese avanzato come l’Italia, dove si riproduce per via intergenerazionale, colpisce persino i diplomati e include una quota consistente di adulti. Nel nostro paese molti hanno smesso di “imparare a imparare” e hanno sovente dimenticato ciò che hanno appreso a scuola. Mentre la politica si limita a fare della scuola il capro espiatorio, nessuno si preoccupa di comprendere come in realtà sia il contesto culturale extrascolastico ad alimentare il fenomeno. Il volume, che raccoglie e integra ricerche empiriche sulle competenze di base non solo degli studenti ma dell’intera popolazione italiana, spiega che cos’è la povertà educativa, come se ne misurano l’intensità e la diffusione, quali fattori ne influenzano la riproduzione, dove si nascondono le sue molteplici cause e in quali ambiti se ne osservano gli effetti più sfavorevoli. Ne emerge un panorama allarmante, a fronte del quale i decisori politici dovrebbero reagire con interventi di ampio respiro, di lungo periodo e rivolti alla fetta più ampia possibile della popolazione
... Moreover, leadership styles play an indispensable role in the workplace (Xinxin, Xie, & Guo, 2017). In addition, in the behavioral approach has been reported all styles of leadership have a direct relationship with employees' responses and organizational behavior at the workplace (Bandura & Schunk, 1981). A leader might choose to be more focused on the task at hand and decides not to show concern for the well-being of the employees. ...
The aim of this study is to determine what leadership styles provide the best employees' work engagement in the food industry of La Trinidad. A quantitative method of research and particularly the descriptive analysis was used. The researcher used median, weighted mean, grand weighted mean, and standard deviation. The primary mode of data gathering was through the use of questionnaires. The questionnaires were formulated based on the review of related literature and approved by four experts. With this, information is incorporated into a research paradigm. In this framework the dependent variable is placed against the independent variable. Results show that a relationship-oriented style of leadership is dominant in the La Trinidad food industry and that there is a high level of employee work engagement. Leadership style of management showed a strong correlation with employee engagement. It was also found out that the leadership style of management can create a challenge for employees which will either decrease or increase employee engagement. When analyzed deeper, it was found out that the relationship-oriented style of leadership produced the most level of employee engagement. With this, leaders are recommended to develop leadership attributes that promote and build connections with employees.
... Self-effi cacy or expectations regarding one's ability to adequately execute a specifi c behavior or sequence of behaviors relative to a particular goal or criterion infl uence which behaviors one chooses to engage in (Bandura, 1977(Bandura, , 1986(Bandura, , 1997. For example, students with higher mathematical self-effi cacy were found to be more likely to choose to engage in the math task compared to other types of tasks (Bandura & Schunk, 1981), and measures of selfeffi cacy have been found to correlate signifi cantly with career choices and students' choice of majors in college . Going further, maladaptive choices may be made as a result of expectancies for failure and self-presentational concerns. ...
Motivation is that which moves us to action. Human motivation is thus a complex issue, as people are moved to action by both their evolved natures and by myriad familial, social, and cultural influences. The Oxford Handbook of Human Motivation aims to capture the current state-of-the-art in this fast developing field. The book includes theoretical overviews from some of the best-known thinkers in this area, including articles on Social Learning Theory, Control Theory, Self-determination Theory, Terror Management Theory, and the Promotion and Prevention perspective. Topical articles appear on phenomena such as ego-depletion, flow, curiosity, implicit motives, and personal interests. A section specifically highlights goal research, including chapters on goal regulation, achievement goals, the dynamics of choice, unconscious goals and process versus outcome focus. Still other articles focus on evolutionary and biological underpinnings of motivation, including articles on cardiovascular dynamics, mood, and neuropsychology. Finally, articles bring motivation down to earth in reviewing its impact within relationships, and in applied areas such as psychotherapy, work, education, sport, and physical activity.
... Las personas evitan actividades en las que ellos creen que sus capacidades se ven excedidas, mientras que enfrentan y realizan aquellas en las que se perciben como capaces (Bandura, 1977). La autoeficacia, de acuerdo con Bandura y Schunk (1981) también determina el nivel de esfuerzo y persistencia que se invierte en una tarea. Una fuerte autoeficacia intensifica y sostiene el esfuerzo necesario para la realización de una tarea. ...
El artículo es una revisión teórica del concepto de autoeficacia. Este concepto desarrollado por Albert Bandura desde la perspectiva social del aprendizaje, se define como la creencia en las propias habilidades y capacidades para producir resultados positivos sobre una tarea específica. Este concepto converge en algunas características con otros como autoestima, autoconcepto, motivación o agencia. Sin embargo, estos términos describen procesos diferentes y atienden a distintos rasgos del factor “persona” por lo que es esencial identificarlos y analizarlos de forma independiente. El artículo discute las similitudes y diferencias de estos términos a partir de describir especificidades de la autoeficacia como son sus efectos, fuentes e impacto en el desempeño académico. El artículo concluye con el análisis de estrategias que permiten mejorar la autoeficacia académica desde la enseñanza en educación superior, concretamente en el dominio de una lengua extranjera. Todo esto, a partir del supuesto de que la autoeficacia académica determina en gran medida el éxito escolar.
... As mentioned in previous sections, goals direct attention towards goal-relevant stimuli in a topdown manner so that the goal-relevant stimuli become emotionally salient and prioritize attention in a bottom-up manner. Previous research has identified two subcomponents to goal-directed behavior in general: distal and proximal goals (Bandura & Schunk, 1981;Manderlink & Harackiewicz, 1984). Distal goals are seen as higher-order, larger objectives of an individual within any given context which are driven by the motivation to approach or avoid certain consequences. ...
Successful adaptation to the environment requires attentional prioritization of emotional information relevant to the current situational demands. Accordingly, the presence of an attention bias (AB) for both positive and negative information may allow preferential processing of stimuli in line with the current situational goals. However, AB for negative information sometimes becomes maladaptive, being antithetical to the current adaptive needs and goals of an individual, such as in the case of affective disorders such as depression. Although difficulties in flexible shifting between emotional stimuli in depression have increasingly become a topic of discussion in the field, an integrative approach towards biased versus flexible emotional attentional processes remains absent. In the present paper, we advance a novel and integrative view of conceptualizing potentially aberrant affective attention patterns in depression as a function of the current contextual features. We propose that flexible emotional attention takes place as a result of attention prioritization towards goal-relevant emotional stimuli depending upon the current context of the individual. Specifically, the role of context, distal and proximal goals, and approach and avoidance motivation processes is considered in a unified manner. The empirical, clinical and interventional implications of this integrative framework provide a roadmap for future psychological and neurobiological experimental and translational research.
... According to a conceptual analysis of self-efficacy [62], the first consequence of gaining self-efficacy is the achievement of behavior. Someone with a higher self-efficacy for a task is more likely to accomplish it [63]. The second is an effort toward achievement. ...
(1) Background: Social isolation and loneliness are determinants of healthy longevity. However, previous research has focused on either social isolation or loneliness and has not considered household types. This study sought to clarify loneliness and social isolation among older adults using single-person (ST) or multi-person (MT) household types. (2) Methods: We administered a national, anonymous, self-administered survey to 5351 Japanese older adults aged 65 years or older. The survey included subjects’ demographic characteristics and scores for loneliness (University of California Los Angeles (UCLA) Loneliness Scale version 3 (Cronbach’s α = 0.790)), social isolation (Lubben Social Network Scale (LSNS-6) (Cronbach’s α = 0.82)), and self-efficacy (GSES). (3) Results: After adjusting for age and gender, ST individuals had significantly lower LSNS-6 and significantly higher UCLA scores than MT individuals (p < 0.001). Lower LSNS-6 and higher UCLA scores were significantly associated with lower GSES scores, and the effect of GSES was greater for ST than for MT (LSNS-6, ST (β = 0.358, p < 0.001); MT (β = 0.295, p < 0.001)) (UCLA, ST (β = −0.476, p < 0.001); MT (β = −0.381, p < 0.001)). (4) Conclusions: Specific healthcare systems and programs based on self-efficacy should be developed by household type to reduce both social isolation and loneliness.
... However, existing self-efficacy instruments address self-efficacy more broadly, for example, by measuring students' confidence in their ability to use biology methods and apply biology concepts and skills (Biology Self-Efficacy Scale; Baldwin et al., 1999), to do well in a course (Motivated Strategies for Learning Questionnaire; Pintrich and De Groot, 1990), to perform accomplishments required for success in science and engineering majors (strength of self-efficacy for academic milestones; Lent et al., 1986), and to do well in science generally (Science Motivation Questionnaire II; Glynn et al., 2011). Therefore, for our purposes, we created a task-specific self-efficacy item similar in structure to task-specific items developed to measure mathematics self-efficacy, where students are given a specific math problem and asked how confident they are that they can solve it (Bandura and Schunk, 1981;Pajares and Graham, 1999). However, unlike the math task-specific measures, in which students rated their self-efficacy to solve a variety of math problems, each of our measures included only one problem. ...
Quantitative skills are a critical competency for undergraduates pursuing life science careers. To help students develop these skills, it is important to build their self-efficacy for quantitative tasks, as this ultimately affects their achievement. Collaborative learning can benefit self-efficacy, but it is unclear what experiences during collaborative learning build self-efficacy. We surveyed introductory biology students about self-efficacy-building experiences they had during collaborative group work on two quantitative biology assignments and examined how students' initial self-efficacy and gender/sex related to the experiences they reported. Using inductive coding, we analyzed 478 responses from 311 students and identified five group work experiences that increased students' self-efficacy: accomplishing the problems, getting help from peers, confirming answers, teaching others, and consulting with a teacher. Higher initial self-efficacy significantly increased the odds (odds ratio: 1.5) of reporting that accomplishing the problems benefited self-efficacy, whereas lower initial self-efficacy significantly increased the odds (odds ratio: 1.6) of reporting peer help benefited self-efficacy. Gender/sex differences in reporting peer help appeared to be related to initial self-efficacy. Our results suggest that structuring group work to facilitate collaborative discussions and help-seeking behaviors among peers may be particularly beneficial for building self-efficacy in low self-efficacy students.
... One, the potential of self-efficacy to reduce the deleterious effects of anxiety (Paul et al., 2021) may not be realized for some students because they overestimate their writing capabilities (Graham and Harris, 1989;Graham et al., 1993). This can occur for a variety of reasons, including misperceptions by students of the demands of writing, inability to accurately assess their own capabilities, or purposefully overestimating capabilities for protective reasons (Bandura and Schunk, 1981). Whatever the cause, an inflated sense of efficacy is not likely powerful enough to fully constrain all of the negative effects of anxiety. ...
Writing presents considerable challenges to students’ motivation. Yet there is a dearth of studies assessing the role of affect and motivation in writing performance for students with migration backgrounds (MB), who often underachieve in writing. Our study addressed this research gap by investigating the interplay between writing self-efficacy, writing anxiety, and text quality in 208 secondary students with and without MB using Response Surface Analyses. The data showed comparable levels of self-efficacy and, notably, lower writing anxiety levels among students with MB despite lower writing achievements. In the full sample, we observed positive correlations between self-efficacy and text quality and negative correlations between writing anxiety and text quality. When modeling efficacy and anxiety measures and their interplay to predict text quality, self-efficacy measures continued to account for statistically detectable unique variance in text quality, whereas writing anxiety did not. However, students with MB demonstrated differing interplay patterns, with less efficacious students with MB showing positive relations between writing anxiety and text quality.
... Intrinsic motivation encourages cohesive interaction and a higher degree of effort and long-term performance (Pinder, 2008). It is also essential for building self-efficacy (Bandura & Schunk, 1981) and contributes to happiness and satisfaction (Ryan & Deci, 2020). When an individual truly wants something, it is more probable that they will invest heavily to obtain it, continue trying after failures, and become more innovative to reach it (Banfield & Wilkerson, 2014;Fischer et al., 2019;Kuvaas & Dysvik, 2009). ...
Theory in evolutionary educational psychology (EEP) distinguishes between evolved or biologically primary knowledge and non-evolved or biologically secondary knowledge that emerges with formal schooling. The current study explores the associated argument that framing biologically secondary mathematics learning in biologically primary contexts will increase students’ learning motivation. We investigated this hypothesis by presenting standard math content in primary scenarios to a sample of Grade 9 adolescents (n = 32, age = 15) and compared their motivation before and after the intervention. Quantitative results showed an increase in the students’ motivation scores from pre-to-post intervention comparisons, and qualitative interviews confirmed their positive attitudes toward learning mathematics. The results are discussed from an evolutionary point of view, and the theory’s implications for improving classrooms’ environments are outlined.
... Sikap penting lainnya yang dapat dipengaruhi oleh pelatihan adalah self-efficacy. Self-efficacy mengacu pada keyakinan pada kemampuan seseorang untuk melakukan tugas tertentu (Bandura and Schunk 1981), dan telah terbukti berhubungan dengan kinerja selanjutnya. Bahkan, pemodelan perilaku dapat menjadi metode pelatihan yang efektif karena dampaknya terhadap self-efficacy. ...
Foreign language class anxiety is one of the most important emotional elements in language learning. Experiencing the emotions that occur frequently throughout the classroom shapes the process of learning a foreign language. Foreign language anxiety affects the level of English language learning success, so high levels of anxiety can play a deterrent role for learners in the language acquisition device. Foreign language anxiety is influenced by factors such as learners, instructors, and teaching practice, and occurs when students have several negative experiences in foreign language contexts. Six potential reasons for foreign language anxiety are involved in language learners' learning, including individual and interpersonal factors, learner's beliefs about language learning, teacher's beliefs about language teaching, the interaction between learner and teacher, classroom methods, and language tests. Learning a foreign language is influenced by a variety of factors. The tool by which a foreign language is learned, and limitations such as the lack of a social environment, the skill limitation of a foreign language, the classroom atmosphere, and the anxiety of learners, put it in front of the first language, which is usually effortless and spontaneous. The purpose of this study was to investigate the role of social avoidance and distress, academic motivation and academic self-efficacy as variables predicting anxiety in foreign language classroom anxiety.
The present study is based on the goals of descriptive research and in terms of data analysis method of correlation studies. The statistical population of the study included all students studying at Urmia University, which includes 16,750 students. Sampling was performed by multi-stage clustering. At first, among the faculties of Urmia University, according to the extensive volume of the research community and observing the principle of saving, the multi-stage sampling method should be used. Accordingly, in the first stage, three faculties of Economics and Management, Literature and Humanities, Technical and Engineering were randomly selected from different faculties, and then two faculties of Mechanics and Mining, Persian Literature and History and Economics and Business Management were randomly selected from each faculty. Were selected. At this stage, after each session, randomly and independently from the male and female students, a class was randomly selected and the subjects were examined. The criteria for entering the study in each group included at least two semesters of study so that in the current semester they have chosen the English language unit and are taking an English language course. The first language of these students was Persian, Turkish and Kurdish. Finally, 223 undergraduate students were selected, and after ensuring that the English language course was chosen in the current semester, the research questionnaires were provided to the students. The following tools were used to collect information. The following measures were used to collect data. They were then analyzed using SPSS version 22 using statistical methods of Pearson correlation and stepwise regression. The measures in this research include the Foreign Language Classroom Anxiety (FLCA) Questionnaire, Watson and Friend's Social Avoidance and Distress Scale (SAD), Academic Self-Efficacy Scale (ASES), and Academic Motivation Scale (AMS). The study involved 223 people, three of whom were excluded from the analysis, so the data of 148 women and 72 men were analyzed. The age range of students was 18 to 32 years, with a mean of 19.84 years and a standard deviation of 2.19. To determine the share of distress and social avoidance variables with a mean of 6.69 and standard deviation of 4.62, academic motivation including internal motivation with a mean of 56.22 and standard deviation of 12.84, external motivation with a mean of 62.15 and standard deviation of 14.60 And motivation with a mean of 9.12 and standard deviation of 5.17, as well as academic self-efficacy with a mean of 29.51 and standard deviation of 6.72, in predicting foreign language class anxiety with a mean of 1.06 and standard deviation of 23.70 of correlation statistical methods. Pearson and step-by-step regression analysis were used with SPSS statistical software version 22, the results of which are presented below.
The results indicated that the correlations between social avoidance and distress and academic self-efficacy with foreign language anxiety were 0.36 and 0.32, respectively. Among the variables, social avoidance and distress and academic self-efficacy can predict the variance of English language class anxiety. Also, the share of predictor variables of distress and social avoidance and also self-efficacy in explanation of English language classroom anxiety were 0.134 and 0.108 respectively. In this research, the academic motivation variable did not get any explicit contribution. The research findings suggest a relationship model with self-efficacy, social avoidance, and distress that affects the anxiety of the foreign language class. When self-efficacy is low, there is a risk of negative self-assessment, often accompanied by concerns about the consequences of performance on the exam or concerns about exam anxiety, which can cause physiological-emotional arousal during class or exam, and vice versa when students Assess the ability to perform a variety of educational tasks and advance the goals they have set for themselves. They are successful in controlling anxiety states in the face of test anxiety and communication comprehension and fear of negative evaluation by others. Self-efficacy helps organize the mental space and can predict changes in language class anxiety. Research has shown that more encouragement and training opportunities by the instructor can help the student's self-efficacy and reduce language class anxiety levels, thus creating a negative relationship between self-efficacy and anxiety, which is consistent with the study's findings. Foreign language classroom anxiety is a complex and multidimensional phenomenon, and its study requires consideration of various environmental and internal dimensions. Given that distress and social avoidance, as well as self-efficacy, were able to explain changes in language class anxiety, it is suggested that the manifestation of foreign language classroom anxiety, students' performance and their scores on foreign language exams must be evaluated.
This study intended to examine the relationships between empowerment leadership, psychological empowerment, and affective commitment on work engagement. Importantly, this study aimed to examine the moderating role of self- efficacy on the relationship between psychological empowerment and affective commitment on work engagement. The data were collected in a two-waves week time lag, data was gained from 375 full-time front-line employees working in five- star hotels in Erbil. The structural equation modelling (SEM) using partial least squares (PLS) was used to analyze the research model. Thus, our results indicated that empowerment leadership is positively related to psychological empowerment, and affective commitment as well as psychological empowerment, and affective commitment were found to be significantly related to work engagement. Self- efficacy was a vital moderator in the relation of psychological empowerment, and affective commitment toward work engagement such as the relationship is stronger when self-efficacy is high than low. This study provides theoretical and managerial implications such as having to empower leadership in the workplace because it provides a sustainable competitive advantage to organizations as well as limitations and future research directions. This study, like every study, has limitations. To begin with, the responses were confined to front-line employees working in five-star hotels, thus the findings cannot be applied to employees working in other types of hotels in the hotel industry. The managerial implication is this study has shown the importance of having empowering leadership in the workplace because it provides a sustainable competitive advantage to organizations. In suggestions to initiate empowerment leadership, hotels should hire and train leaders who are willing to empower their subordinates how to empower their subordinates.
Amaç: İnsanlar çeşitli şeyler yaşar, gözlemler ve hissederler. Sonuç olarak, kendileri, diğer insanlar ve çevreleri hakkında çeşitli fikirler geliştirirler. Bu fikirlerin bazıları sabit olabilirken, kişinin içinde bulunduğu psikolojik durum bazılarını değiştirebilmektedir. Bu çalışma, bilişsel çarpıtmaların bireylerin benlik algıları ile cinsel öz yeterlilikleri arasındaki ilişkiyi etkileyip etkilemediğini belirlemeyi amaçlamaktadır. Materyal ve metod: Araştırmanın örneklemini %50'si kadın, %50'si erkek olmak üzere 200 kişi oluşturmaktadır. Araştırmada kullanılan veri toplama araçları Rosenberg Benlik Saygısı Ölçeği, Cinsel Öz Yeterlilik Ölçeği ve Bilişsel Çarpıtmalar Ölçeğidir. Çalışmada yapılan araştırmaya göre kişilerin cinsel öz yeterlilikleri ile eğitim ya da gelir durumları arasında bir ilişki olmadığı görülmüştür. Bulgular: Ancak cinsel öz yeterlilik ile benlik saygısı ve bilişsel çarpıtma arasında düşük düzeyde ancak istatistiksel olarak anlamlı bir ilişki bulunmuştur. Bilişsel çarpıtma puanları arttıkça kişinin cinsel öz yeterlilik ve benlik saygısı puanları azalmaktadır. Cinsel öz yeterlilik ve öz saygıya sahip olmayan bireylerin kendilerini ve çevrelerini yanlış yorumlama eğiliminde olduklarını söylemek yanlış olmayacaktır. Sonuçlar: Çalışmada veriler literatürden alınmış ve katılımcılar tarafından ölçekler uygulanmıştır. Özellikle bireylerin samimi ve doğru cevap verdikleri kabul edilmiştir ve bu kabul anketin sınırlılığı olarak da görülebilir.
The Role of Digital Educational and Training Platforms in Enhancing Psychological Competence of University Faculty Members in Coping with the Corona Virus Pandemic (COVID-19).
Abstract:
The aim of the current research is to explore the role of digital educational
and training platforms in enhancing the psychological competence of faculty
members at King Khalid University (KSA) in coping with the Corona
pandemic (COVID19). It also explores differences between the responses of
faculty members about the role of digital educational and training platforms in
enhancing psychological efficiency that can be attributed to the demographic
variables (gender - academic rank - experience – specialization). The sample
consisted of 212 faculty members at King Khalid University in Saudi Arabia.
Results revealed that the use of digital educational and training platforms
has a significant effective role in enhancing psychological efficiency in its
dimensions (personal, academic and social). It also showed that there are
statistically significant differences between the responses of faculty members
about the role of electronic educational and training platforms in enhancing
psychological competence in its various dimensions due to the gender
variable, as well as in the dimension of social competence due to the variable
of academic rank, and in the dimension of personal competence due to the
variable of experience. No statistically significant differences exist due to the
specialization.
Bu çalışmanın amacı, Sporcuların Antrenman ve Müsabakaya İlişkin Öz-Yansıtma Ölçeğinin (SAMİÖYÖ) geliştirilmesi, geçerlik ve güvenirlik çalışmasının yapılmasıdır. Çalışmada amaçsal örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Bu kapsamda araştırmaya farklı branşlarda 528 aktif lisanslı sporcu katılmıştır. Açımlayıcı Faktör Analizi (n=307) ve Doğrulayıcı Faktör Analizi (n=221) için veriler iki farklı örneklem grubundan toplanmıştır. Ölçeğin yapı geçerliğini tespit etmek ve faktör yapısını ortaya koymak amacıyla Açımlayıcı Faktör Analizi (AFA) sonucunda toplam varyansın %52.257'sini açıklayan 22 madde ve 5 faktörden oluşan bir yapı elde edilmiştir. Deneyim (7 madde), Kendini Test Etme (4 madde), Kendini Gözlemleme (4 madde), Strateji Belirleme (4 madde) ve Bilişsel Farkındalık (3 madde). Maddelerin faktör yükleri 0,487 ve 0,811 arasında değişmektedir. AFA sonucunda elde edilen yapının doğruluğunu ve model uyumunu test etmek için Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. DFA sonucu uyum indeksleri; χ2 /df=1,68 (p=.000), GFI=.90, AGFI=.85, CFI=.96, NNFI=.96, IFI=.96, RMSEA=.056, SRMR=.059, PNFI=.78, PGFI=.69'dur. Cronbach Alfa iç tutarlılık katsayısı değeri (α) ölçeğin geneli için 0,839 olarak alt faktörler için ise 0,572 ve 0,795 arasında bulunmuştur. Ölçeğin genel ve alt boyutları arasındaki ilişkiyi belirlemek için ise Korelasyon Analizi yapılmıştır. Eldeki bulgular Sporcuların Antrenman ve Müsabakaya İlişkin Öz-yansıtma Ölçeğinin (SAMİÖYÖ) geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.
This paper introduces the current situation of students' autonomous learning ability in higher vocational colleges, analyzes the influence mechanism of self-efficacy on students' autonomous learning process in higher vocational colleges, and then puts forward how teachers can help cultivate students' self-efficacy, so that students' autonomous learning ability can be further cultivated and improved.
Teacher self-efficacy is task-specific, multidimensional, and different across different functional domains. According to Bandura, self-efficacy may be examined across activities and situations based on its level (difficulty level), generality (task specificity), and strength (degree of assurance). This article provides a conceptual framework of Teacher Self-efficacy concerning its literature review concerning instructional process. Teacher self-efficacy is deduced as the teacher’s capability to teach their students productively and competently. The development of students, educational organizations, and country can be hindered by unproductive teachers. Because the productiveness of a teacher is directly proportionate with the teacher's self-efficacy. So we can say that self-efficacy is essential for effective teaching. In accumulation self-efficacy significantly affected teachers’ success in their abilities to teach, skills of classroom management, and problem solving capabilities. The four factors listed in earlier research—mastery
experience, vicarious experience, verbal persuasion, and physical and emotional states—have all been linked to the growth of self-efficacy. There is currently a dearth of longitudinal and experimental research on the independent impact of each of the four sources on teacher self-efficacy, despite the abundance of evidence indicating teacher self-efficacy and collective self-efficacy are significant for teacher and student performance and certain intervention Programmes for teachers in training, career teachers, and upon-school aspects exhibiting impressive outcomes.
In order to investigate the effect of the transfer of information function of instructional agents on learning and whether different combinations of pedagogical agents’ functions are more conducive to learning than single-function agents, we designed a one-factor within-subject design experiment to explore the effect of pedagogical agent functions (motivational, information transfer, and combined functions) on learners’ learning outcomes and subjective perceptions (social presence perception, role perception, and self-efficacy). Obtained data were analyzed by repeated measures ANOVA. Results confirmed that the presence of pedagogical agents with particular functions significantly improved the learning outcomes and self-efficacy. And the transfer of information function of pedagogical agents is more conducive to learning than motivation function.KeywordsPedagogical AgentSocial Agency TheoryFunctions of AgentLearning Outcomes
Research on the relationship between students’ language learning motivation (LLM), language learning strategies (LLS), self-efficacy beliefs (SEB), and achievement in non-European languages has been both limited and overwhelmingly cross-sectional, often with little attention paid to their multilingualism. Combining complex dynamic systems and sociocultural perspectives, this article reports on a study that explored changes in the LLM, LLS, and SEB trajectories of two multilingual students taking Arabic at a university in Norway over two semesters, including how these trajectories, alongside their multilingual competence, related to their achievement in the course. Data were gathered through weekly semi-structured interviews and a rating scale-based log that the participants kept of their LLM and SEB, as well as their exam scores over two semesters. The results indicated that, although their LLS remained fairly consistent or grew more diversified, the participants were not completely successful in maintaining or boosting their LLM, SEB, or achievement. However, the use of more varied digital LLS appeared to prevent their LLM and SEB from further weakening. Moreover, participants’ LLM and SEB trajectories were susceptible to changes based on different timescales in that mesogenetic events had a more pronounced effect on one participant while the other was more sensitive to microgenetic events. Finally, despite both participants being multilingual, they were unable to benefit from their multilingual competence past the first semester, indicating that not all manifestations of multilingual competence are useful over time, especially when such competence does not contain a multilingual morphosyntactic awareness component.
The Oxford Handbook of Sport and Performance Psychology includes the latest research and applied perspectives from leaders in the field of performance psychology, presenting sport and performance psychology from myriad perspectives. It looks at individual psychological processes in performance such as attention, imagery, superior performance intelligence, motivation, anxiety, confidence, cognition, and emotion. Articles also consider the social psychological processes in performance including leadership, teamwork, coaching, relationships, moral behavior, and gender and cultural issues. The book further examines human development issues in performance, such as the development of talent and expertise, positive youth development, the role of the family, the end of involvement transitions, and both youth and masters-level sport and physical activity programs. Finally, the text looks at interventions in sport and performance psychology and counseling of performers in distress including such important issues for all performers as: appearance- and performance-enhancing drug use, injuries, managing pain, eating and weight issues, burnout, and the role of physical activity in maintaining health. The articles collected here also cover the history of sport and performance psychology; the scope and nature of the field; ethical issues in sport and performance psychology; performance psychology in the performing arts and other non-sporting fields; perfectionism and performance; the role of the performance coach and of the sport psychologist with a coach and team; supervision; and a look ahead to the future of the field.
L’objet de cet article est d’examiner les interactions entre le bien-être et la motivation des élèves de collège pendant le confinement que la crise sanitaire de la covid19 a provoqué. Ces deux concepts étant théoriquement liés et dépendants du contexte, nous avons fait l’hypothèse que cette situation particulière de confinement a potentiellement bouleversé les interactions entre motivation et bien-être. Pour vérifier cela, nous avons utilisés deux échelles de motivation (sentiment d’efficacité personnelle et intérêt) et une échelle de bien-être administrées à 377 élèves de collèges (âge moyen = 12.8 ans). Après traitement statistique, nous avons pu constater que leur bien-être ressenti à l’école, avant la crise de la covid-19 a eu un effet protecteur sur le bien-être général et la motivation pendant les 55 jours de confinement. Le bien-être étant un élément constitutif de la santé, cette recherche permet de réaffirmer l’extrême importance de son développement à l’école puisque les élèves semblent capitaliser le bien-être pour en bénéficier même en dehors de l’école et lors de situations anxiogènes comme cet épisode de confinement.
We discuss the perceptions and experiences of high school students using Reflective Writing and labatorials to attempt to understand Newtonian concepts of force and motion. The sequencing and content of these activities are centered on targeting students’ key difficulties related to forces and motion. Participants are 210 secondary 5 (grade 11) students, from three private schools in Montreal, who took a physics course during 2017-2018 or 2018-2019. Their ideas and opinions about forces and learning physics were investigated, prior to and following the study, with: (a) three questions from the Force Concept Inventory (FCI); (b) a concept map focused on the relations between force and motion. (c) Pre- and post- semi-structured interviews conducted with 12 participants. The gathered data and interviews indicate that the process of combining Labatorials with Reflective Writing improves students’ attitudes towards learning the subject.
Adult online learning can be a very complex and volatile process, often leading to different expected and/or unexpected outcomes attributed to both learner-specific and non-learner-specific motivational factors. Despite the growing research literature recently, most studies examine online adult online learning motivation only from one perspective at a particular time. Therefore, this chapter aims to conduct a systematic meta-review to provide an integrated overview of the relevant research literature in the past four decades.
The present study focused on teachers’ perceived digital literacy, occupational self-efficacy, and psychological distress. Our sample included 279 Romanian teachers aged 20 to 66 (M = 31.92, SD = 11.72), with professional experience ranging from 1 to 46 years (M=8.90). We tested a moderated mediated model, exploring occupational self-efficacy as a mediator of the relationship between perceived digital literacy (moderated by gender, controlling for age and professional experience) and psychological distress. Our findings suggested that higher levels of
perceived digital literacy led to higher levels of occupational self-efficacy, which led to lower levels of psychological distress. Gender moderated this relationship, i.e., the observed indirect effects were significant for both genders, but the effects were stronger for male participants. We discuss our results concerning their practical implications for teachers' mental health and professional activity and the perspectives following the COVID-19 pandemic.
The present set of studies tested the explanatory and predictive generality of self-efficacy theory across additional treatment modalities and behavioral domains. Microanalysis of changes accompanying symbolic modeling indicates that this mode of treatment enhances coping behavior partly through its effects on perceived efficacy. Cognizing modeled mastery of threats increased phobics' self-percepts of efficacy, which, in turn, predicted their specific performance attainments on tasks of varying threat value. Examination of efficacy probes revealed that making efficacy judgments has no effect on subsequent avoidance behavior or on fear arousal. The close congruence found between changes in self-efficacy and different forms of coping behavior in the treatment of agoraphobia provides some evidence for the generality of efficacy theory across different areas of functioning. Microanalysis of anticipatory and performance fear arousal accompanying varying strengths of self-efficacy also lends support for the social learning conception of fear arousal in terms of perceived coping inefficacy.
Many studies have demonstrated the relatively successful performance implications of formalized goal-setting programs in organizations. However, these findings typically do not identify the specific factors behind such techniques that are largely responsible for their success. Toward this end, research relating to 6 factor analytically derived attributes of employees' task goals is reviewed to ascertain which attributes are more consistently related to performance. The 6 task-goal attributes are goal specificity, participation in goal setting, feedback, peer competition, goal difficulty, and goal acceptance. Although goal specificity and goal acceptance were found to be most consistently related to performance, several intervening variables emerged that tended to affect significantly the impact of certain attributes on performance. Findings are discussed within a motivational framework. It is argued, based on the data, that performance under goal-setting conditions is a function of at least 3 important variables: the nature of the task goals, additional situational-environmental factors, and individual differences. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the predictions of A. Bandura's (see record
1977-25733-001) theory of self-efficacy (SE) in a competitive, motor-performance situation. 30 university students of each sex were randomly assigned to either a high- or a low-SE condition in a sex-by-trials factorial design. SE was manipulated by having Ss compete against a confederate on a muscular leg-endurance task. Because SE theory predicts that expectation–performance differences are maximized in the face of obstacles and aversive consequences, the experiment was rigged so that Ss lost to the confederate on both trials. Results support SE predictions, with high-SE Ss (HSEs) extending their legs significantly longer than low-SE Ss (LSEs). After failing on Trial 1, HSEs extended their legs for a longer time than LSEs on Trial 2. Postexperimental questionnaire data indicate significant differences in cognitive states (e.g., expectations, attributions, self-talk) between HSEs and LSEs and between males and females. Results are discussed in terms of learned helplessness and differing patterns of sex-role socialization. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the hypothesis that learned helplessness can be induced through modeling and that the effects are mediated by perceived similarity in competence. 40 male college students observed a model fail at anagram tasks under variations in perceived similarity. Ss who perceived the unsuccessful model to be of comparable ability and those given no competence feedback persisted less throughout the tasks than Ss who perceived the model as less competent than themselves and control Ss who did not observe a model. The latter 2 groups did not differ in their initial level of persistence, but their performances diverged on succeeding trials, with Ss who perceived themselves as more competent than the model showing higher persistence. A similar pattern of results was obtained for the effects of perceived similarity on Ss' expectations of self-efficacy. A microanalysis revealed that regardless of treatment condition, the higher the Ss' expected efficacy, the longer they persisted. The strength of this relationship increased over trials, suggesting that Ss came to rely more heavily on their judgments of self-efficacy in regulating their expenditure of effort as the experiment progressed. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the conditions under which information regarding competence would mitigate the negative side effects of rewards on the intrinsic interest of preschool and middle elementary school children. 144 nursery school and 3rd–5th graders engaging in a task of high initial interest anticipated a reward made contingent either upon meeting a standard based on absolute performance level or upon task engagement alone, or they were not rewarded. In addition, Ss were provided with direct information concerning competence presented in terms of social comparison. Results indicate that the preschool children were primarily affected by information about meeting the absolute standard but not the social comparison information. That is, the overjustification effect did not occur when attaining a reward was made contingent on meeting an absolute standard of performance. Social comparison information superseded the effect of the contingency of the reward on subsequent interest in the target task for the older children. (26 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present experiment tested the hypothesis that self-regulation of refractory behavior varies as a function of goal proximity. Obese subjects were assigned to conditions in which they either monitored their eating behavior, monitored their eating behavior and set subgoals for reducing the amount of food consumed, or received no treatment. Within the goal-setting conditions, subjects adopted either distal goals defined in terms of weekly goal limits or proximal goals specifying the goal limits for each of four time periods during each day. Goal setting enhanced self-directed change as measured by reductions in both eating behavior and weight. The higher the goal attainments, the greater were the losses in weight. Proximal and distal goal setting yielded comparable overall results because the majority of subjects assigned remote goals altered this condition by adopting proximal goals to augment control over their own behavior. Within the distal goal-setting condition, the adherents to distal goals achieved relatively small changes, whereas those who improvised proximal subgoals for themselves attained substantial reductions on the multifaceted measures of self-directed change. The combined evidence lends support to the motivational and regulative functions of proximal intentions and highlights the reciprocal influence processes that operate in self-directed change.
Previous research and theory has indicated that (a) goals and intentions are the most immediate motivational determinants of task performance; (b) external incentives affect behavior through their effects on goals; and (c) emotional (affective) reactions are the result of value judgments. The present research was concerned primarily with the problem of how evaluations and emotions lead to goal-setting. It was argued that being dissatisfied with one's past performance generates the desire (and goal) to change one's performance, whereas satisfaction with one's performance produces the desire (and goal) to repeat or maintain one's previous performance level. Five experiments were reported in which: (a) satisfaction was predicted from value judgments; (b) goal-setting was predicted from satisfaction; and (c) performance was predicted from goals. In nearly all cases the correlations were both high and/or significant. It was found, however, that in some cases the level of performance that yielded satisfaction in the past was not necessarily that which produced it in the future. In these cases it was the individual's anticipated (rather than past) satisfaction that best predicted subsequent goal-setting. The relationship of the present theory to other theories of task motivation is discussed briefly (e.g., Dulany; Miller, Galanter, & Pribram; Porter & Lawler; Ryan; and Vroom).
The study examined Deci's (Deci, E. L. Intrinsic motivation. New York: Plenum Press, 1975) hypotheses regarding the effects of contingent rewards on intrinsic task interest. Seventy-two male university students worked on a series of puzzles and were given either a high value reward ($1.50) or a low value reward ($.45). The money was given either contingent upon the simple execution of the task (task-contingent), contingent upon the ostensible attainment of a performance criterion level (criterion-contingent), or noncontingent and unexpected (control). Compared to the high payment control subjects, subjects who received the task-contingent high reward rated the task as less interesting, while subjects who received the criterion-contingent high reward rated it as more interesting. Also, subjects expressed less interest in the task after receiving the high task-contingent reward than the low task-contingent reward, but indicated greater interest after receiving the high criterion-contingent reward than the low criterion-contingent reward. It was concluded that substantial support was obtained for Deci's (1975) cognitive evaluation theory.
The present experiment was designed to test the theory that psychological procedures achieve changes in behavior by altering the level and strength of self-efficacy. In this formulation, perceived self-efficacy. In this formulation, perceived self-efficacy influences level of performance by enhancing intensity and persistence of effort. Adult phobics were administered treatments based upon either performance mastery experiences, vicarious experiences., or they received no treatment. Their efficacy expectations and approach behavior toward threats differing on a similarity dimension were measured before and after treatment. In accord with our prediction, the mastery-based treatment produced higher, stronger, and more generalized expectations of personal efficacy than did the treatment relying solely upon vicarious experiences. Results of a microanalysis further confirm the hypothesized relationship between self-efficacy and behavioral change. Self-efficacy was a uniformly accurate predictor of performance on tasks of varying difficulty with different threats regardless of whether the changes in self-efficacy were produced through enactive mastery or by vicarious experience alone.
The present article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of per- sonal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of ob- stacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more de- pendable the experiential sources, the greater are the changes in perceived self- efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and be- havioral changes. Possible directions for further research are discussed.
Evaluated the utility and validity of A. Bandura's (see record 1977-25733-001) self-efficacy theory and G. A. Marlatt's (1978) theoretical model of relapse in a study of 78 cigarette smokers (aged 16–70 yrs) from 2 cessation programs. Pretreatment, posttreatment, and follow-up assessments of smoking behavior, self-efficacy, and mood states (Profile of Mood States) were obtained. Efficacy state was found to be significantly enhanced as the result of both treatment programs. Ss' scores on the 7 clusters from a posttreatment efficacy state inventory were used as predictor variables in a multiple regression analysis to predict which Ss would relapse and how long, on a dichotomous time variable, they would remain abstinent before relapse. A microanalysis revealed an extremely high correspondence between the cluster of smoking situations in which relapsing Ss experienced a low degree of self-efficacy and the situation in which relapse first occurred. Analysis of mood and efficacy data during follow-up indicated that relapsing Ss demonstrated aspects of a cognitive dissonance reaction and a personal attribution effect that were consistent with Marlatt's description of the abstinence violation effect. (20 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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