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Self-efficacy (Predictor of: (Academic Achievement (At start of academic…

- - - - Initial self-efficacy varies as a function of aptitude and prior experience
      - Personal factors (goal setting, information processing, and situational factors affect working conditions
        
        Learners derive cues which signal how they are learning, which they use to assess efficacy
        
        Motivation is increased when learners feel they are mastering the concepts
        
        As skill is increased, self -efficacy is maintained
- - - - Whether the outcomes occur by luck, chance (external control) or are due to their actions (internal control)
  - - - Learners make judgments of the likelihood of obtaining goal in given situations.
        
        Outcome expectations and values influence but do not guarantee motivation and learning.
  - - - Learners attribute successes and failures to factors such as ability, effort, task difficulty and luck.
        
        Learners use these expectations to judge future success as long as conditions are relatively the same
        
        Attributions are one type of cue that learners use to appraise efficacy
        
        Other influences:
        
        Situational circumstances which covers performance
        
        Number and pattern of successes
        
        Persuader credability
  - - - Formed through experiences
        
        Heavily influenced by reinforcements
        
        Evaluations by significant persons (teacher, mentor)
- - - - Many factors affect behavior, not just self-efficacy
      - Other important variables include:
        
        Skills
        
        High self-efficacy will not produce positive performance if skills are lacking.
        
        Perceived value of outcome.
        
        Refers to how much people desire a certain outcome relative to others
        
        Outcome expectations
        
        Individuals are not motivated to ace in ways they believe will result in negative outcomes
  - - - Activities
        
        People acquire knowledge to appraise efficacy from their performance accomplishements
        
        Success raises efficacy; failure lowers it
        
        Vicarious increase in efficacy can be lowered by repeated failures #
        
        Strong sense of efficacy is not diminished by failure
        
        Information acquired vicariously has a weak effect on self-efficacy when compared to performance based information
      - Effort
        
        Persuasory information and other factors and effect on effort:
        
        Positive persuasory feedback enhances efficacy
        
        Effect may be temporary if student does not have success with the effort.
        
        Physiological indexes
        
        Examples: Heart rate and sweating
        
        Bodily symptoms which indicate anxiety may be perceived as a lack of readiness/skills
        
        Learners use the information from these sources to help form their opinion on their own perceived ability
      - Persistence
        
        Low self-efficacy for accomplishing a task may avoid it
        
        High self-efficacy individuals may work harder in the face of difficulty and persist longer
- - - - Learners set goal and experience sense of self-efficacy when goal is obtained
        
        Self-efficacy is maintained as learners observe that they are becoming more skilled
        
        Increased self-efficacy sustains motivation and improves skill development
    - - Proximal - close at hand
        
        Help to promote self-efficacy and motivation better than distant goals
      - Specificity
        
        Isolating goal help learner to achieve it, rather than general goal
      - Difficulty
        
        Easier goals may improve efficacy at early stage of learning of the concept. Difficult goals are more effective as skills develop
  - - - Higher efficacy leads students to perform those activities that they believe will result in learning
        
        The perception of comprehending the material enhances efficacy and motivation
    - - Teachers
        
        Important source of vicarious efficacy information #
      - Peers
      - Learners yield information about capabilities from knowledge of how they perform
        
        Observing success helps learner's believe that they can be success too
        
        Can be short-lived if learner attempts task and has failure
    - - Effort feedback for prior success supports learner's internal view of their progress, which keeps motivation and increases efficacy
    - - Rewards can increase motivation and be informative
        
        Enhance efficacy when linked to student achievement
      - Anticipation of a reward can sustain interest in a task