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Gaining insight into one's underlying motives, it seems, is more like a belief conversion than a self-discovery process

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Insight
Discovery
Belief
Gaining
Process
Underlying
Seems
Conversion
Self
Motives
Like
Motive

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To grant thought causal efficacy is not to invoke a disembodied mental state
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Through their capacity to manipulate symbols and to engage in reflective thought, people can generate novel ideas and innovative actions that transcend their past experiences
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Very often we developed a better grasp of the subjects than the over worked teachers.
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Perceived self-inefficacy predicts avoidance of academic activities whereas anxiety does not
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Dualistic doctrines that regard mind and body as separate entities do not provide much enlightenment on the nature of the disembodied mental state or on how an immaterial mind and bodily events act on each other
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One cannot afford to be a realist.
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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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Such knowledge is probably gained in several ways. One process undoubtedly operates through social comparison of success and failure experiences. Children repeatedly observe their own behavior and the attainments of others
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[Attributional] factors serve as conveyors of efficacy information that influence performance largely through their intervening effects on self-percepts of efficacy
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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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In social cognitive theory, perceived self-efficacy results from diverse sources of information conveyed vicariously and through social evaluation, as well as through direct experience
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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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Forceful actions arising from erroneous beliefs often create social effects that confirm the misbeliefs
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The satisfactions people derive from what they do are determined to a large degree by their self-evaluative standards
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After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks. By sticking it out through tough times, they emerge stronger from adversity.
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Self-appraisals are influenced by evaluative reactions of others.
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Because of such conjointedness, behavior that exerts no effect whatsoever on outcomes is developed and consistently performed
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Self-percepts foster actions that generate information, as well as serve as a filtering mechanism for self-referent information in the self-maintaining process
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Self-belief does not necessarily ensure success, but self-disbelief assuredly spawns failure.
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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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