Albert Bandura’s research while affiliated with Stanford University and other places

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Publications (180)


Self-deception: A paradox revisited
  • Article

February 2011

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212 Reads

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28 Citations

Behavioral and Brain Sciences

Albert Bandura

A major challenge to von Hippel & Trivers's evolutionary analysis of self-deception is the paradox that one cannot deceive oneself into believing something while simultaneously knowing it to be false. The authors use biased information seeking and processing as evidence that individuals knowingly convince themselves of the truth of their falsehood. Acting in ways that keep one uninformed about unwanted information is self-deception. Acting in selectively biasing and misinforming ways is self-bias.


A Social Cognitive perspective on Positive Psychology

January 2011

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1,460 Reads

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172 Citations

Revista de Psicología Social

This article addresses positive psychology from the agentic perspective of social cognitive theory. There is a difference between pursuing happiness and achieving it through meaningful pursuits. Perceived well-being and satisfaction are derived from how one lives one's life not just from episodic good feelings or transient pleasures. Social cognitive theory addresser well-being and satisfaction in terms of commitment to a valued future and enablement to take the steps to realise it. The state of one's satisfaction and well-being is determined, in large part, relationally rather than solely by objective life conditions. Self-satisfaction and subjective well-being are rooted in temporal comparison on whether one's life is better or worse than in the past; social comparison on whether the quality of one's life compares favourably or unfavourably with the quality of life others enjoy; and aspirational comparison on how one's life status measures against the life ambition one set for oneself


Self‐Efficacy

January 2010

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5,049 Reads

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475 Citations

Self-efficacy is defined and refined initially and most notably in the work of behavioral psychologist A. Bandura as the belief or judgment made by an individual that they can succeed or accomplish an identified task. Three decades of research have further developed the concept of generalized self-efficacy as the belief that one could be successful on a non-specific, global task, and specific self-efficacy as the belief that one can complete a task-specific behavior. Furthermore, researchers in this area provide empirical evidence that self-efficacy is an accurate predictor of a student's skill acquisition, rate of performance, expenditure of energy, persistence, goal setting, and self monitoring of goals. The following paper reviews the research on self-efficacy as an academic tool for the teacher. In addition, a Self-Efficacy Scale developed by M. Sherer is presented as an additional assessment tool. Finally, a suggestion on teaching tips using a communication and behavioral model to foster general academic self-efficacy in the classroom is outlined.


Modeling

January 2010

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51 Reads

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2 Citations

Psychological theories have traditionally emphasized learning through the rewarding and punishing effects that actions produce. Natural endowment provides humans with enabling biological systems but few inborn skills. Competencies must be developed over long periods and altered to fit changing conditions over the life course. Direct experience is a tough teacher, because errors can be highly costly and some types of missteps are deadly. If knowledge and competencies could be acquired only by direct experience, human development would be severely retarded, not to mention unmercifully tedious and perilous. A given culture could never transmit the complexities of its language, mores, social practices, and essential competencies if they had to be shaped laboriously in each new member solely by response consequences, without the benefit of models to exemplify the cultural patterns. The abbreviation of the acquisition process is, therefore, vital for survival as well as for successful human development. Moreover, the constraints of time, resources, and mobility impose severe limits on the situations and activities that can be directly explored for the acquisition of knowledge and competencies.


Moral Disengagement in the Corporate World

February 2009

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754 Reads

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148 Citations

We analyze mechanisms of moral disengagement used to eliminate moral consequences by industries whose products or production practices are harmful to human health. Moral disengagement removes the restraint of self-censure from harmful practices. Moral self-sanctions can be selectively disengaged from harmful activities by investing them with socially worthy purposes, sanitizing and exonerating them, displacing and diffusing responsibility, minimizing or disputing harmful consequences, making advantageous comparisons, and disparaging and blaming critics and victims. Internal industry documents and public statements related to the research activities of these industries were coded for modes of moral disengagement by the tobacco, lead, vinyl chloride (VC), and silicosis-producing industries. All but one of the modes of moral disengagement were used by each of these industries. We present possible safeguards designed to protect the integrity of research.


Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement
  • Article
  • Publisher preview available

August 2008

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357 Reads

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548 Citations

Journal of Educational Psychology

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Albert Bandura

The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from junior to senior high school, with males experiencing the greater reduction. The lower the decline in self-regulatory efficacy, the higher the high school grades and the greater the likelihood of remaining in high school controlling for socioeconomic status. Reciprocal cross-lagged models revealed that high perceived efficacy for self-regulated learning in junior high school contributed to junior high school grades and self-regulatory efficacy in high school, which partially mediated the relation of junior high grades on high school grades and the likelihood of remaining in school. Socioeconomic status contributed to high school grades only mediationally through junior high grades and to school drop out both directly and mediationally through junior high grades. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Reconstrual of “Free Will” From the Agentic Perspective of Social Cognitive Theory

March 2008

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685 Reads

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180 Citations

This chapter reconstrues "free will" in terms of the exercise of personal control through cognitive and self-regulative processes. In this conception, psychosocial functioning is the product of a dynamic triadic interplay of intrapersonal, behavioral, and environmental determinants. Within this triadic determination, deliberative thought not only alters the relation between environmental influences and behavioral outcomes, but fosters courses of action that change the physical and social environments. Because personal influence is part of the determining conditions, individuals have a hand in shaping the course of events. Individuals are neither aware of nor directly control neuronal mechanisms. Rather, they exercise second-order control. By intentionally engaging in activities over which they exercise direct control, they indirectly shape the functional structure and enlist the subserving neuronal events in the service of diverse purposes.


Table 2 Correlations Among Self-Regulatory Efficacy Across Time
. Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.

January 2008

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3,971 Reads

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55 Citations

Journal of Educational Psychology

AB The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in self-regulatory efficacy from junior to senior high school, with males experiencing the greater reduction. The lower the decline in self-regulatory efficacy, the higher the high school grades and the greater the likelihood of remaining in high school controlling for socioeconomic status. Reciprocal cross-lagged models revealed that high perceived efficacy for self-regulated learning in junior high school contributed to junior high school grades and self-regulatory efficacy in high school, which partially mediated the relation of junior high grades on high school grades and the likelihood of remaining in school. Socioeconomic status contributed to high school grades only mediationally through junior high grades and to school drop out both directly and mediationally through junior high grades. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)


Much Ado Over a Faulty Conception of Perceived Self?Efficacy Grounded in Faulty Experimentation

June 2007

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546 Reads

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248 Citations

Journal of Social and Clinical Psychology

Cahill, Gallo, Lisman, and Weinstein (2006) adopta conception of "ability" as possessing rudimentary components in a behavioral repertoire. This view is at odds with what constitutes an ability and misrepresents the construct of perceived self-efficacy. To verify their hypothesis concerning the relation between ratings of ability and willingness in "fear-based" and "skill-based" tasks, they deliberately instruct participants in the hypothesis before testing it. This is an egregious violation of the scientific method. The present commentary clarifies the construct of self-efficacy, documents flaws in the Cahill et al. experimentation, reviews diverse lines of research that disputes their causal claims, and comments on their expansive generalizations and recommendations to extend their intentionially biasing rating procedure to other activity domains. In a paper concerning the construal and assessment of perceived self-efficacy, Cahill et al. (2006) present a simplistic conception of self-efficacy examined with flawed experimentation. Their study of the construct provides an opportunity to restate the conceptualization of this self-belief system and to evaluate the methodology of the study they conducted.


Citations (99)


... Like the other working climate variables, self-efficacy is originally a psychological construct referring to one's own beliefs about being able to complete tasks at desired levels of performance (Bandura, 1994). Like the other constructs, self-efficacy has been studied thoroughly in organizational context and been linked to various important outcomes such as organizational effectiveness (Bandura, 2009). At the motivational level we focus on intrinsic motivation which refers to motivational quality, rather than quantity, it is a state of voluntary engagement. ...

Reference:

What Lies Beneath: A Development-Oriented Auditing Approach to Understand Organizations Beyond the Surface of Hard-Control
Cultivate Self‐Efficacy for Personal and Organizational Effectiveness
  • Citing Chapter
  • September 2024

... Individual characteristics, past experiences, and external assistance can affect and modify career decision-making self-efficacy [89]. Based on TRA, perceived self-efficacy influences performance results by affecting the effort and persistence people put into tasks despite challenges [92]. Performance-enhancing HPWS raise employees' perceived competencies, thereby improving organizational performance [22,93]. ...

Self-Efficacy Pathways to Childhood Depression

Journal of Personality and Social Psychology

... Self-efficacy refers to a person's belief in their ability to complete a task or achieve a specific goal [43]. Students with high self-efficacy may be more likely to take the initiative to explore the material independently, solve complex problems, and try different approaches in STEAM projects [44], [45]. Their belief in their abilities can encourage them to face challenges generating new ideas confidently. ...

Cultivate Self‐efficacy for Personal and Organizational Effectiveness
  • Citing Article
  • September 2017

... Tentative conclusions from the few studies that have examined youth perspectives on geoengineering have noted that younger people tend to prioritize climate action more strongly, but also to more strongly emphasize the need for international cooperation and governance 22,23 . It is also youth that are more likely to be on social media, a platform they can use to reach millions of other individuals when they discuss climate policy or technology 24 . ...

Enlisting the Power of Youth for Climate Change

American Psychologist

... Design thinking, self-efficacy in STEM teaching and creative problem solving Bandura (2019), who reported that he conducted multifaceted research programs to shed light on the nature of the self-belief system, reported that people cannot be influential in all conditions and all areas-accordingly, different areas of functioning need to be activated together for self-efficacy. In this context, design-based learning definitions support a learning-by-doing methodology (e.g., in STEM education) that enables candidates to integrate knowledge from different fields through creative problem-solving (Bravo et al., 2021). ...

Applying Theory for Human Betterment
  • Citing Article
  • January 2019

Perspectives on Psychological Science

... Research indicates that moral disengagement can take place through mechanisms such as moral justification, advantageous comparison, diffusion of responsibility, distortion of consequences, and attribution of blame. These mechanisms effectively weaken internal moral condemnation [8,10]. As a result, moral disengagement can facilitate a range of unethical behaviors. ...

A COMMENTARY ON MORAL DISENGAGEMENT: THE RHETORIC AND THE REALITY
  • Citing Article
  • July 2018

The American Journal of Psychology

... The term emotional school engagement refers to students valuing school, finding an interest in the school, expressing affective responses, such as boredom, happiness, enjoyment, and liking, in relation to teachers, classrooms, and schools, in general (Fredricks et al., 2004(Fredricks et al., , 2019. Emotional school engagement, as a motivational force, can be considered an aspect of adolescents' self-reactive agency (Bandura, 2018;Gutman & Schoon, 2018;Katsantonis et al., 2024). ...

Toward a Psychology of Human Agency: Pathways and Reflections
  • Citing Article
  • March 2018

Perspectives on Psychological Science

... Self-efficacy, on the other hand, constitutes the central variable of social cognitive theory and refers to one's belief in his/her own ability to perform actions that are needed to accomplish desired outcomes (Byrne et al., 2014). Academic self-efficacy is a subset of the overarching concept of self-efficacy and has been shown to be one of the most important factors affecting academic functioning (Bandura et al., 1996;Sanchez-Cardona et al., 2012;Stajkovic et al., 2018). ...

Test of three conceputal models of influence of the big five perosnality traits and self-efficacy on academic performance: A meta-analytic path-analysis
  • Citing Article
  • January 2018

Personality and Individual Differences

... The self-efficacy belief system is embedded in the agentic perspective of social cognitive theory that directs individuals to motivate, enable, and guide personal change (Bandura, 1997). The self-efficacy belief system influences individuals' enactive attainments, effective coping and recovery strategies, reappraisals of traumatic experiences and coping capabilities, and a sense of personal control (Bandura, 2002). ...

Environmental Sustainabiltiy by Sociocognitive Deceleration of Population Growth
  • Citing Chapter
  • January 2002