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Self-efficacy (Related constructs (Perceived control (External control:…
Self-efficacy
Related constructs
Perceived control
External control: outcomes occur independently of how they act and are due to factors such as luck or chance (Rotter, 1966)
Internal control: outcomes are highly contingent on their actions (Rotter, 1966)
Expectations and values
People's expectations of obtaining a particular outcome as a function of performing a behavior (Eccles, 1983)
The extent that they value the outcomes (Eccles, 1983).
Attributions
People seek to explain the causes of significant events (Heider, 1958)
Attributional factors such as the amount of effort and judgments of task difficulty influence performance indirectly through self-efficacy (Bandura, 1986).
Self-concept
are formed through experiences with, the interpretation of, and the environment (Shavelson & Bolus, 1982).
heavily influenced by reinforcements and evaluations by significant other persons (Shavelson & Bolus, 1982).
Goal setting
students who set a goal or are given a goal by teachers are likely to experience an initial sense of self-efficacy for attaining it (Bandura, 1988)
Self-efficacy is sustained as learners observe goal progress, which conveys they are becoming skillful (Elliott & Dweck, 1988).
Goal properties
Proximity: goals promote self-efficacy and motivation than distant goals because students can judge progress better (Schunk, 1991)
Specificity: giving children specific performance goals plus comparative information led to higher skill (Schunk, 1983)
Difficulty: compared with easier goals, difficult goals raised children's motivation during arithmetic instruction (Schunk, 1983).
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Information Processing
As students work on tasks, they drive information about how well they are learning
The perception that they are comprehending material enhances efficacy and motivation (Schunk, 1989)
self-efficacy correlate positively with mental effort and achievement (Salomon, 1984).
The belief that a learning strategy has been learned that improves learning, can instill a sense of control over achievement outcomes which raises self-efficacy (Corno, 1989).