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A theory that denies that thoughts can regulate actions does not lend itself readily to the explanation of complex human behavior.

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Human
Complex
Humans
Deny
Actions
Regulate
Behavior
Denies
Thoughts
Lend
Theory
Readily
Action
Explanation
Doe
Complexes

More quotes by Albert Bandura

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People who hold a low view of themselves [will credit] their achievements to external factors, rather than to their own capabilities.
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Even the self-assured will raise their perceived self-efficacy if models teach them better ways of doing things.
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Many people who gain recognition and fame shape their lives by overcoming seemingly insurmountable obstacles, only to be catapulted into new social realities over which they have less control and manage badly. Indeed, the annals of the famous and infamous are strewn with individuals who were both architects and victims of their life courses.
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The adequacy of performance attainments depends upon the personal standards against which they are judged
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We are more heavily invested in the theories of failure than we are in the theories of success.
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For many activities, people cannot rely solely on themselves in evaluating their ability level because such judgments require inferences from probabilistic indicants of talent about which they may have limited knowledge. Self-appraisals are, therefore, partly based on the opinions of others who presumably possess evaluative competence
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Perceived self-efficacy influences the types of causal attributions people make for their performances
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Success and failure are largely self-defined in terms of personal standards. The higher the self-standards, the more likely will given attainments be viewed as failures, regardless of what others might think.
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Students judge how well they might do in a chemistry course from knowing how peers, who performed comparably to them in physics, fared in chemistry
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Self efficacious children tend to attribute their successes to ability, but ability attributions affect performance indirectly through perceived self-efficacy
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Self-doubt creates the impetus for learning but hinders adept use of previously established skills
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When experience contradicts firmly held judgments of self-efficacy, people may not change their beliefs about themselves if the conditions of performance are such as to lead them to discount the import of the experience
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Accomplishment is socially judged by ill defined criteria so that one has to rely on others to find out how one is doing.
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Self-efficacy beliefs differ from outcome expectations, judgments of the likely consequence [that] behavior will produce.
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Comparative appraisals of efficacy require not only evaluation of ones own performances but also knowledge of how others do, cognizance of nonability determinants of their performances, and some understanding that it is others, like oneself, who provide the most informative social criterion for comparison
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[Children] receive direct instruction from time to time about the appropriateness of various social comparisons
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The performances of others are often selected as standards for self-improvement of abilities
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Perceived self-efficacy in coping with potential threats leads people to approach such situations anxiously, and experience of disruptive arousal may further lower their sense of efficacy that they will be able to perform skillfully
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To the extent that children with similar characteristics achieve comparable performance levels, using the performances of similar peers is likely to yield more accurate self-appraisal than using the accomplishments of dissimilar peers
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As a general rule, moderate levels of arousal facilitate deployment of skills, whereas high arousal disrupts it. This is especially true of complex activities requiring intricate organization of behavior
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