Self-efficacy and achievement behaviors

@article{citeulike:2245662, abstract = {Abstract\ \ In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy.}, author = {Schunk, Dale }, citeulike-article-id = {2245662}, doi = {http://dx.doi.org/10.1007/BF01320134}, journal = {Educational Psychology Review}, keywords = {achievement, motivation, self-efficacy}, number = {3}, pages = {173--208}, posted-at = {2008-01-17 15:13:48}, priority = {2}, title = {Self-efficacy and achievement behaviors}, url = {http://dx.doi.org/10.1007/BF01320134}, volume = {1}, year = {1989} }

TY - JOUR ID - citeulike:2245662 L3 - citeulike-article-id:2245662 TI - Self-efficacy and achievement behaviors JF - Educational Psychology Review VL - 1 IS - 3 SP - 173 EP - 208 N2 - Abstract  In this article self-efficacy research is reviewed in domains relevant to education. Research addressing cognitive skills, social skills, motor skills, and career choices has shown that self-efficacy is an important construct that helps to explain students' learning and performance of achievement-related behaviors. Research also has identified variables that are associated with educational contexts and that signal to students how well they are achieving or making progress in learning. These task-engagement variables include models/social comparative information, goal setting, attributional and performance feedback, strategy instruction, cognitive processing, and reward contingencies. A suggested future self-efficacy research agenda might include maintenance and generalization of changes in self-efficacy, the identification of additional task-engagement variables, instrument development and validation, integration of efficacy information from diverse sources, developmental influences on self-efficacy, and teachers' sense of efficacy. KW - achievement KW - motivation KW - self-efficacy AU - Schunk, Dale PY - 1989//07/ UR - http://dx.doi.org/10.1007/BF01320134 ER -