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Judgments of adequacy involve social comparison processes

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Social
Adequacy
Judgments
Involve
Processes
Comparison
Judgment
Process

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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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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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Because of such conjointedness, behavior that exerts no effect whatsoever on outcomes is developed and consistently performed
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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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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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People who regard themselves as highly efficacious act, think, and feel differently from those who perceive themselves as inefficacious. They produce their own future, rather than simply foretell it.
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People judge their capabilities partly by comparing their performances with those of others
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Even noteworthy performance attainments do not necessarily boost perceived self-efficacy
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Stringent standards of self-evaluation [can] make otherwise objective successes seem to be personal failures
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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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People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided.
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Self-appraisals of efficacy are reasonably accurate, but they diverge from action because people do not know fully what they will have to do, lack information for regulating their effort, or are hindered by external factors from doing what they can
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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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Social cognitive theory rejects the dichotomous conception of self as agent and self as object. Acting on the environment and acting on oneself entail shifting the perspective of the same agent rather than reifying different selves regulating each other or transforming the self from agent to object
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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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Once established, reputations do not easily change.
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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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Regression analyses show that self-efficacy contributes to achievement behavior beyond the effects of cognitive skills
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Self-belief does not necessarily ensure success, but self-disbelief assuredly spawns failure.
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Self-doubt creates the impetus for learning but hinders adept use of previously established skills
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