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Bandura ’ s Self-Efficacy. Presented by Caley Foster. Outline. Background Definition of Self-efficacy Reciprocal Determinism Formation of Self-efficacy Effects of Self-efficacy Beliefs Self-efficacy & Job Performance Implications for Trainers Work Self-efficacy Inventory - PowerPoint PPT Presentation
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Bandura’s Self-EfficacyPresented by Caley Foster
Outline Background Definition of Self-efficacy Reciprocal Determinism Formation of Self-efficacy Effects of Self-efficacy Beliefs Self-efficacy & Job Performance Implications for Trainers Work Self-efficacy Inventory Self-efficacy & Academics Summary
Background on Self-efficacy Bandura’s Social Cognitive Theory
Expanded on Social Learning Theory (Miller & Dollard, 1941)
Actions and reactions of an individual are influenced by observed actions of others
Role of observational learning and social experience in personality development
Self-efficacy lies at the heart of this theory
Self-efficacy Defined “Perceived self-efficacy is defined as people’s
beliefs about their capabilities to produce designated levels of performance that exercise influence over events that effect their lives” (Bandura, 1994).
High self-efficacy Belief that one can perform well
Low self-efficacy Belief that one lacks the ability to perform well
Reciprocal Determinism Theory set forth by Bandura in 1986 View that (1) personal factors in the form of
cognition, affect, & biological events, (2) behavior, and (c) environmental influences create interactions that result in a triadic reciprocality
Formation of Self-efficacy Self-efficacy is formed in part through four
major psychological processes Cognitive Motivational Affective Selection
Formation of Self-efficacy:Cognitive Beliefs in efficacy shape the types of anticipatory
scenarios they form and rehearse High self-efficacy -- successful scenarios Low self-efficacy -- dwell on possibility of failure, what can
go wrong Those with resilient sense of efficacy in face of
difficult tasks set more challenging goals Success gives confidence and competence, thus
reaffirming high efficacy
Formation of Self-efficacy:Motivational Attribution Theory
High-efficacy people attribute failures to insufficient effort.
Low-efficacy people attribute failure to low ability. Expectancy-value theory expectations
High-Expect success; Low-expect failure Goal-setting
Goals lower for low-efficacy High-efficacy, higher goals, greater sense of
achievement
Formation of Self-efficacy:Affective High-efficacy people generally feel less
threatened by challenges and more likely to consider them exciting
Low-efficacy can produce depression and anxiety
Formation of Self-efficacy:Selection Processes People avoid activities and situations
they believe exceed their coping capabilities.
People undertake challenging activities and select situations they consider themselves capable of handling.
Self-efficacy vs Self-efficacy Beliefs ”People's level of motivation, affective states,
and actions are based more on what they believe than on what is objectively true.”
Effects of self-efficacy beliefs Choice behavior Effort expenditure and persistence Thought patterns and emotional reactions Humans as producers vs foretellers of behavior
Effects of Beliefs Explored:Choice Behavior Tendency to avoid involvement in tasks
where efficacy is low Generally engage in tasks where efficacy is
high High-efficacy/low skill can result in
irreparable harm Low-efficacy/high skill doesn’t allow for
growth
Effects of Beliefs Explored:Effort Expenditure & Persistence Stronger perceived self-efficacy results in
more vigorous/persistent efforts Individuals with high self-efficacy may feel
less of a need to invest much effort in preparation
When applying skills, high-efficacy intensifies and maintains the effort required to realize a difficult performance Difficult for someone with low-efficacy
Effects of Beliefs Explored:Thought Patterns & Emotional Reactions
Low-efficacy individuals believe things are more difficult than they actually are Creates stress and narrow vision
High-efficacy people devote attention and energy to demands of the situation and perceive obstacles as challenges
High-efficacy people attribute failure to insufficient effort
Low-efficacy people relate failure to deficient ability
Effects of Beliefs Explored:Behavior Producers vs Foretellers People with high self-efficacy act, think, and
feel differently from those with low self-efficacy. They create their own futures, rather than foretell it.
Self-efficacy & Job Performance r =.38 for self-efficacy and work-related performance Skills unaccompanied by positive self-efficacy will
lead to deficient or absent performance. Low-efficacy individuals are more stressed and
unhappier than high-efficacy people High-efficacy/High-skill people may lack the
incentive to perform well. Task uncertainty can mislead efficacy judgments
Implications for Trainers Self-efficacy is strengthened through a combination of
practice and the conditions and consequences that accompany the practice of such skills. Disparities in self-efficacy will occur if efficacy is measured for a
simulated situation and performance is measured in a real situation, or vice versa.
5 ways to strengthen efficacy Performance mastery Task-diagnostic feedback Modeling Social persuasion Inference from physiological information
The Work Self-Efficacy Inventory (WS-Ei) Dr. Joe Raelin developed the Work Self-efficacy
Inventory (WS-Ei) to measure a range of behaviors/practices related to self-efficacy in the workplace.
Seven 5-point Likert-type scales Not at all Confident to Completely Confident 30 items in 7 dimensions and composite score
M = 3.8, SD =.6 Cronbach’s Alpha ~.80 for subscores & composite Strong convergent & divergent validity Two forms - self or other
WS-Ei sample
Self-efficacy & Academics Beliefs students create, develop, and hold to be true about
themselves greatly contribute to success or failure in school
Most influential is a student’s mastery experience Interpretation of performance-success or failure
Vicarious experience emphasizes teacher’s role Self-efficacy beliefs influence college students’ choices of
majors and career decisions Efficacy beliefs of teachers are related to their instructional
practices, which in turn relate to student outcomes Students’ academic self-efficacy beliefs strongly influence
academic performance and achievement
Summary Self-efficacy is one’s belief about his/her
capabilities to perform Self-efficacy beliefs can influence behaviors
in the workplace, academics, etc Efforts should be taken to increase self-
efficacy in individuals
Questions? Comments?