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Misbeliefs in one's inefficacy may retard development of the very subskills upon which more complex performances depend

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Performances
Depends
Development
Upon
May
Retard
Depend
Complexes
Complex

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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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People who believe they have the power to exercise some measure of control over their lives are healthier, more effective and more successful than those who lack faith in their ability to effect changes in their lives.
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Judgments of adequacy involve social comparison processes
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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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If self-efficacy is lacking, people tend to behave ineffectually, even though they know what to do.
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Persons who have a strong sense of efficacy deploy their attention and effort to the demands of the situation and are spurred by obstacles to greater effort.
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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 efficacious children tend to attribute their successes to ability, but ability attributions affect performance indirectly through perceived self-efficacy
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Agemates provide the most informative points of reference for comparative efficacy appraisal and verification. Children are, therefore, especially sensitive to their relative standing among the peers with whom they affiliate in activities that determine prestige and popularity
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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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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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The content of most textbooks is perishable, but the tools of self-directedness serve one well over time.
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The presence of many interacting influences, including the attainments of others, create further leeway in how one's performances and outcomes are cognitively appraised
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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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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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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.
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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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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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People infer high self-efficacy from successes achieved through minimal effort on difficult tasks, but they infer low self-efficacy if they had to work hard under favorable conditions to master relatively easy tasks
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