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What people think, believe, and feel affects how they behave. The natural and extrinsic effects of their actions, in turn, partly determine their thought patterns and affective reactions.

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Believe
Effects
Extrinsic
Think
Turn
Partly
Thinking
Turns
Affects
People
Natural
Reactions
Action
Behave
Thought
Patterns
Feel
Determine
Feels
Actions
Affective

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The evaluative habits developed in sibling interactions undoubtedly affect the salience and choice of comparative referents in self-ability evaluations in later life
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Self-efficacy is the belief in one's capabilities to organize and execute the sources of action required to manage prospective situations.
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Ironically, it is the talented who have high aspirations, which are possible but exceedingly difficult to realize, who are especially vulnerable to self-dissatisfaction despite notable achievements.
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People regulate their level and distribution of effort in accordance with the effects they expect their actions to have. As a result, their behavior is better predicted from their beliefs than from the actual consequences of their actions
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Among the types of thoughts that affect action, none is more central or pervasive than people's judgments of their capabilities to deal effectively with different realities
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The human condition is better improved by altering detrimental circumstances and personal perspectives than by trying to alter personal outlooks, while ignoring the very circumstances that serve to nourish them
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Moral justification is a powerful disengagement mechanism. Destructive conduct is made personally and socially acceptable by portraying it in the service of moral ends. This is why most appeals against violent means usually fall on deaf ears.
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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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Very often we developed a better grasp of the subjects than the over worked teachers.
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Misbeliefs in one's inefficacy may retard development of the very subskills upon which more complex performances depend
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Moreover, joint occurrences tend to be better recalled than instances when the effect does not occur. The proneness to remember confirming instances, but to overlook disconfirming ones, further serves to convert, in thought, coincidences into causalities.
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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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Self-doubt creates the impetus for learning but hinders adept use of previously established skills
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A problem of future research is to clarify how young children learn what type of social comparative information is most useful for efficacy evaluation
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Psychology cannot tell people how they ought to live their lives. It can however, provide them with the means for effecting personal and social change.
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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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People not only gain understanding through reflection, they evaluate and alter their own thinking.
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[Children] receive direct instruction from time to time about the appropriateness of various social comparisons
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Stringent standards of self-evaluation [can] make otherwise objective successes seem to be personal failures
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