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Schunk, D.H. (1991). Self efficacy and academic motivation. Educational…

- - - - Hi -efficacy - Work harder, do more
        
        Success raise efficacy
      - Low efficacy - avoid or does not do well
        
        Failure decreases efficacy
      - We use the appraisal of success and failure to drive our efficacy.
        
        This appraisal is a cognitive process called efficacy appraisal.
      - Attributions constitute one type of cue that students use to appraise efficacy
      - Self-efficacy relates positively to motivation to employ learning strategies
      - Teacher efficacy influences activities, effort, and persistence.
      - An entity (fixed) view conceives of ability as a global and stable trait.
- - - - Influence, but do not guarantee, motivation and learning.
  - - - In academic achievement, learners will attribute their successes and failures to such factors as ability, effort, task difficulty, and luck.
  - - - Formed through experiences
      - Includes interpretations of, the environment and (b) heavily influenced by reinforcements and evaluations by significant persons