Self-efficacy theory: beliefs about one's capabilities to learn or perform behaviors at designated levels¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper presents self-efficacy theory as beliefs concerning one's capabilities to learn or perform behaviors at designated levels. Self-efficacy affects choice of activities, effort, and persistence, and is appraised from four information sources: performances, vicarious experiences, persuasion, and physiological reactions. The article argues the theory needs revision for learning settings where students lack skills.

Design Implications¶

Context¶

Requirements¶

• Learners must have opportunities to appraise efficacy information from performances, models, persuasion, and physiological reactions

Constraints¶

• High self-efficacy will not produce competent performances when requisite ability, knowledge, or skill is lacking

Target Learners¶

• elementary, secondary, and postsecondary students across reading, writing, and mathematics domains

Target Learning Objectives¶

• academic skill learning and performance of learned behaviors

Claims¶

Related Theories¶

• Cognitive Apprenticeship

Examples¶

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Key Sources¶

• Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. https://eric.ed.gov/?id=ED394663