PERCEIVED SELF-EFFICACY IN COGNITIVE-DEVELOPMENT AND FUNCTIONING

BANDURA, A

doi:10.1207/s15326985ep2802_3

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PERCEIVED SELF-EFFICACY IN COGNITIVE-DEVELOPMENT AND FUNCTIONING

1993-03-01

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BANDURA, A *

DOI：10.1207/s15326985ep2802_3

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Abstract

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In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.

Keywords:

COMPLEX DECISION-MAKING

TEACHER EFFICACY

REGULATORY MECHANISMS

CAUSAL ATTRIBUTIONS

HIGH-SCHOOL

PERFORMANCE

CONCEPTIONS

MOTIVATION

ABILITY

PARTICIPATION

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