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Self-doubt creates the impetus for learning but hinders adept use of previously established skills

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Use
Impetus
Self
Previously
Hinder
Established
Creates
Skills
Learning
Hinders
Doubt
Adept

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Perceived self-efficacy and beliefs about the locus of outcome causality must be distinguished
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Perceived self-inefficacy predicts avoidance of academic activities whereas anxiety does not
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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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Perceived self-efficacy also shapes causal thinking. In seeking solutions to difficult problems, those who perceived themselves as highly efficacious are inclined to attribute their failures to insufficient effort, whereas those of comparable skills but lower perceived self-efficacy ascribe their failures to deficient ability
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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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There are countless studies on the negative spillover of job pressures on family life, but few on how job satisfaction enhances the quality of family life.
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In the self-appraisal of efficacy, there are many sources of information that must be processed and weighed through self-referent thought
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Except for events that carry great weight, it is not experience per se, but how they match expectations, that governs their emotional impact
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Measures of self-precept must be tailored to the domain of psychological functioning being explored.
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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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Convictions that outcomes are determined by one's own actions can be either demoralizing or heartening, depending on the level of self-judged efficacy. People who regard outcomes as personally determined, but who lack the requisite skills, would experience low self-efficacy and view the activities with a sense of futility
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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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Given a sufficient level of perceived self-efficacy to take on threatening tasks, phobics perform them with varying amounts of fear arousal depending on the strength of their perceived self-efficacy
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People not only gain understanding through reflection, they evaluate and alter their own thinking.
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The performances of others are often selected as standards for self-improvement of abilities
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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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Even the self-assured will raise their perceived self-efficacy if models teach them better ways of doing things.
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Incongruities between self-efficacy and action may stem from misperceptions of task demands, as well as from faulty self-knowledge
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Gaining insight into one's underlying motives, it seems, is more like a belief conversion than a self-discovery process
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Perceived self-efficacy influences the types of causal attributions people make for their performances
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