Self-Efficacy - helping others believe in themselves
This summary was written and compiled by Karin Kirk, SERC, and contains an overview of motivation research and pertinent references. Self efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals. Students with low self-efficacy, on the other hand, believe they cannot be successful and thus are less likely to make a concerted, extended effort and may consider challenging tasks as threats that are to be avoided. How can students gain self-efficacy? There are four sources of self-efficacy. Teaching Practices to Avoid
Definition of Efficacy
Efficacy is the capacity to produce an effect. It has different specific meanings in different fields. In medicine, it is the ability of an intervention or drug to produce a desired effect. Context[edit] Medicine[edit] In medicine, efficacy indicates the capacity for beneficial change (or therapeutic effect) of a given intervention (e.g. a drug, medical device, surgical procedure, or a public health intervention). When talking in terms of efficacy vs. effectiveness, effectiveness relates to how well a treatment works in the practice of medicine, as opposed to efficacy, which measures how well treatment works in clinical trials or laboratory studies.[1] Pharmacology[edit] In pharmacology, efficacy (Emax) refers to the maximum response achievable from a drug.[2] Intrinsic activity is a relative term that describes a drug's efficacy relative to a drug with the highest observed efficacy. Lighting[edit] Insolvency[edit] Lutheranism[edit] Difference amplifiers[edit] See also[edit] References[edit]
Self-efficacy cognitive affect
Frank PajaresEmory University Social Cognitive Theory In 1941, Miller and Dollard proposed a theory of social learning and imitation that rejected behaviorist notions of associationism in favor of drive reduction principles. It was a theory of learning, however, that failed to take into account the creation of novel responses or the processes of delayed and non-reinforced imitations. In 1963, Bandura and Walters wrote Social Learning and Personality Development, broadening the frontiers of social learning theory with the now familiar principles of observational learning and vicarious reinforcement. By the 1970s, however, Bandura was becoming aware that a key element was missing not only from the prevalent learning theories of the day but from his own social learning theory. The reciprocal nature of the determinants of human functioning in social cognitive theory makes it possible for therapeutic and counseling efforts to be directed at personal, environmental, or behavioral factors.
Self-efficacy Affect on Human Agency
by Albert Bandura from Social Foundations of Thought and Action, 1986 SELF-EFFICACY BELIEFS AFFECT HUMAN AGENCY IN DIVERSE WAYS:Choice behaviorPeople tend to avoid engaging in a task where their efficacy is low, and generally undertake tasks where their efficacy is high. (p. 393) Accurate self-efficacy appraisal are important. Self-efficacy judgments are related to action, but a number of factors can affect the strength of the relationship. "Perceived self-efficacy contributes to the development of subskills, as well as draws upon them in fashioning new behavior patterns" (p. 395). People with high efficacy build more skills through their continued effort; people with low efficacy inhibit and retard the development of needed subskills. Disincentives and performance constraintsPeople with high efficacy and high skills may lack the incentive to behave in a predisposed manner. Cognitive processing of self-efficacy information Microanalytic research strategy "On ne voit bien qu'avec le cœur.
Current Directions in Self-Efficacy Research
Current Directions in Self-efficacy Research Frank Pajares Emory University In M. Maehr & P. Two decades have now passed since Bandura (1977) first introduced the construct of self-efficacy with the seminal publication of "Self-efficacy: Toward a Unifying Theory of Behavioral Change." During these two decades, the tenets of the self-efficacy component of social cognitive theory have been widely tested in varied disciplines and settings and have received support from a growing body of findings from diverse fields. Self-efficacy beliefs have also received increasing attention in educational research, primarily in studies of academic motivation and of self-regulation (Pintrich & Schunk, 1995). Self-efficacy's broad application across various domains of behavior has accounted for its popularity in contemporary motivation research (Graham & Weiner, 1996). Self-beliefs and Bandura's Social Cognitive Theory - A Brief Overview Self-efficacy Component of Social Cognitive Theory
