Professional Documents
Culture Documents
FUNCTIONING
by Albert Bandura
from Social Foundations of Thought and Action, 1986
SELF-EFFICACY BELIEFS AFFECT HUMAN AGENCY IN
DIVERSE WAYS:
1. Choice behavior
o People tend to avoid engaging in a task where their efficacy is low, and
generally undertake tasks where their efficacy is high. (p. 393)
o Accurate self-efficacy appraisal are important. The consequences are
aversive for high-efficacy/low skill (irreparable harm) and restrictive (no
growth) for low-efficacy/high skill.
o The efficacy judgments that are the most functional are probably those that
slightly exceed what one can do at any given time. (p. 394)
2. Effort expenditure and persistence
o The stronger the perceived self-efficacy, the more vigorous and persistent
are people's their efforts.
o There is a distinction between the effects of strength of perceived self-
efficacy on effort during learning and during execution of established skills.
o Self doubt creates the impetus for learning but hinders adept use of
previously established skills. In other words, high self-efficacy can be a
double-edged sword, because individuals with high self-efficacy "may feel
little need to invest much preparatory effort" (p. 394).
o It is when one is applying skills that high-efficacy "intensifies and sustains
the effort needed to realize a difficult performance, which are hard to attain if
one is doubt-ridden" (p. 394).
3. Thought patterns and emotional reactions
o Individuals with low self-efficacy tend to believe that things are tougher than
they really are. This creates stress and narrow vision of how best to go about
the problem. "By contrast, persons who have a strong sense of efficacy
deploy their attention and effort to the demands of the situation and are
spurred by obstacles to greater effort" (p. 394).
o Perceived self-efficacy also shapes causal thinking. High efficacy people
attribute failure to insufficient effort (this supports a success orientation);
low efficacy attribute failure to deficient ability (see Collins, 1982).
4. Humans as producers rather than simply foretellers of behavior
o "Research shows that people who regard themselves as highly efficacious
act, think, and feel differently from those who perceive themselves as
inefficacious. They produce their own future, rather than simply foretell it"
(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.
1. Disincentives and performance constraints
o People with high efficacy and high skills may lack the incentive to behave in a
predisposed manner. They may also lack necessary equipment or resources
to perform. There are also social constraints.
o "When performances are impeded by disincentives, inadequate resources, or
external constraints, self-judged efficacy will exceed the actual performance"
(p. 396). That is, individuals may express that they are capable, but they will
fail to perform because they feel impeded by these constraints.
2. Consequences of misjudgment
o "When people have to choose between courses of action that have significant
personal consequences, or have to decide how long they will continue a
thwarting activity that consumes their time, effort, and resources, then
accurate self-appraisals serve as valuable guides for action" (p. 396).
3. Temporal disparities
o "The relationship between self-referent thought and action is most accurately
revealed when they are measured in close temporal proximity" (p. 396).
Therefore, self-efficacy must be checked periodically to assess the effect of
their experiences on their competencies.
4. Faulty assessments of self-percepts or performance
o "Causal processes are best clarified by a microanalytic approach in which
self-reference thought is measured in terms of particularized self-percepts of
efficacy that may vary across activities and circumstances, rather than in
terms of a global disposition assayed by an omnibus test" (p. 396).
o "Measures of self-percept s must be tailored to the domain of psychological
functioning being explored" (p. 396). That is, researchers must make certain
that they are measuring the self-efficacy relevant to the experience being
engaged in.
o Level, generality, and strength.
o Disparities will occur if efficacy is measured for a simulated situation and
performance is subsequently measured in a real situation, or vice versa.
5. Misweighting requisite subskills
o "When performance requirements are ill-defined, underestimating task
demands produces errors in the direction of overassurance; overestimating
task demands will produce errors in the conservative direction" (p. 397).
6. Obscure aims and performance ambiguity
o "When aims are clear and level of performance is discernible, self-percepts of
efficacy operate as influential regulators of performance attainment" (p.
398).
o This bears careful consideration in light of the role of mentors.
o "The problem of performance ambiguity arises when aspects of one's
performances are not personally observable or when the level of
accomplishment is socially judged by ill-defined criteria so that one has to
rely on others to find how one is doing" (p. 398).
o "In most of the situations discussed thus far, self-appraisals of efficacy are
reasonably accurate, but they diverge from action because people do not
know fully whet they will have to do, lack information for regulating their
effort, or are hindered by external factors from doing what they can" (p.
398).
7. Faulty self-knowledge
o "In new undertaking people have insufficient experience to assess the
veridicality of their self-appraisals and hence must infer their performance
capabilities from knowledge of what they can do in other situations, which
may be misleading" (p. 398).
o Personal factors can distort efficacy perceptions.
o "Distortions in memory of efficacy-relevant experiences and the
circumstances under which they occurred will produce faulty self-appraisals"
(p. 398).
"There has been little research on how people process multidimensional efficacy information"
(p. 409) or how people process multidimensional beliefs.
1. What are the effects of knowledge and skills brought to the tutoring situation? What
are the effects of self-efficacy beliefs (personal self-efficacy and teaching efficacy) of
the tutors? What are the effects of the outcome expectations of the tutors?
2. How does the interplay among knowledge and skills, perceived efficacy, and outcome
expectations affect the behavior and perceptions of the tutors?
3. How do efficacy beliefs and outcome expectations change as a function of experience
with the program? Why?