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Papers on “self-efficacy academic performance Bandura”

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1. Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance

   Robert W. Lent, Steven D. Brown, Gail Hackett · 1994 · Journal of Vocational Behavior · 7,632 cites

2. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

   Reinhard H. Pekrun, Thomas Goetz, Wolfram Titz, et al. · 2002 · Educational Psychologist · 3,932 cites

   Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects

3. Self-Efficacy and Academic Motivation

   Dale H. Schunk · 1991 · Educational Psychologist · 3,755 cites

   Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addr

4. Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

   Marjolein Zee, Helma M. Y. Koomen · 2016 · Review of Educational Research · 1,734 cites

   This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indi

5. The Role of Self-Efficacy in Achieving Health Behavior Change

   Victor J. Strecher, Brenda M. DeVellis, Marshall H. Becker, et al. · 1986 · Health Education Quarterly · 1,647 cites

   The concept of self-efficacy is receiving increasing recognition as a predictor of health behavior change and maintenance. The purpose of this article is to facilitate a clearer understanding of both the concept and its relevance for health education research and practice. Self-efficacy is first defined and distinguished from other related concepts. Next, studies of the self-efficacy concept as it relates to health practices are examined. This review focuses on cigarette smoking, weight control, contraception, alcohol abuse and exercise behaviors. The studies reviewed suggest strong relationships between self-efficacy and health behavior change and maintenance. Experimental manipulations of

6. Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting

   Barry J. Zimmerman, Albert Bandura, Manuel Martinez-Pons · 1992 · American Educational Research Journal · 1,394 cites

   The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’ self-efficacy and personal goals at the beginning of the semester served as predictors of students’ final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students ‘final grades in social studies, R = .56. Students’ beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced t

7. Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning

   Albert Bandura, Claudio Barbaranelli, Gian Vittorio Caprara, et al. · 1996 · Child Development · 1,182 cites

8. General self‐efficacy in various domains of human functioning: Evidence from five countries

   Aleksandra Łuszczyńska, Benicio Gutiérrez‐Doña, Ralf Schwarzer · 2005 · International Journal of Psychology · 1,136 cites

   Based on social-cognitive theory (Bandura, 1997), this paper examined whether perceived self-efficacy is a universal psychological construct that accounts for variance within various domains of human functioning. Perceived self-efficacy is not only of a task-specific nature, but it can also be identified at a more general level of functioning. General self-efficacy (GSE) is the belief in one’s competence to tackle novel tasks and to cope with adversity in a broad range of stressful or challenging encounters, as opposed to specific self-efficacy, which is constrained to a particular task at hand. The study aimed at exploring the relations between GSE and a variety of other psychological const