Bandura's Theory Of Academic Self-Efficacy

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Academic self-efficacy Bandura (1982b, 1997) places great emphasis on self-efficacy as a specific rather than a general concept. In this view, self-efficacy represents a dynamic, multifaceted belief system that operates selectively across different activity domains and under different situational demands, rather than being a decontextualized conglomerate (Bandura, 1997, p.42). Researchers have explored the utility of Bandura’s (1977, 1997) theory of self efficacy in a wide range of settings for understanding behavior for over 20 years. Self efficacy is essentially an individual’s belief in his or her ability to perform a specific task or behavior. Bandura (1997) emphasized that self-efficacy is not a general quality possessed by individuals,…show more content…
Academic self-efficacy is grounded in self-efficacy theory (Bandura, 1977). According to self- efficacy theory, self-efficacy is an “individual’s confidence in their ability to organize and execute a given course of action to solve a problem or accomplish a task” (Eccles & Wigfield, 2002, p.…show more content…
Academic self-efficacy is influenced by cognitive interpretations of success and failure in tasks, but also influences effort, persistence and the cognitive resources that are used in seeking to interact with the academic context. Motivation and efficacy are enhanced when learning progress and comprehension are perceived. Strategies may influence self-efficacy and motivation, and students who believe that a new strategy can improve their performance may keep their initial motivation even if they perceive little progress if the new strategy gives a sense of control over achievement outcomes. In paper I, students who participated in relationships with faculty and student activities increased their perceptions of informal opportunities to influence their study conditions and sense of control, which enhanced their self-efficacy. High self-efficacy perceptions are also believed to make individuals engage in tasks that develop their skills and capabilities, while low-efficacy perceptions make students choose tasks that will not need development of new skills (Schunk, 1991). Pajares (1996) found that the self-efficacy of gifted students was based on their perceptions of their cognitive ability. In another study, Zimmerman and Kitsantas (2005) suggest that high self-efficacy students attribute more responsibility to learners than to teachers

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