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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

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Factors
Performance
Performances
Serve
Effects
Influence
Intervening
Information
Efficacy
Self
Largely

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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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Very often we developed a better grasp of the subjects than the over worked teachers.
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We are more heavily invested in the theories of failure than we are in the theories of success.
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It is widely assumed that beliefs in personal determination of outcomes create a sense of efficacy and power, whereas beliefs that outcomes occur regardless of what one does result in apathy
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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 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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The satisfactions people derive from what they do are determined to a large degree by their self-evaluative standards
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Such self-referent misgivings creates stress and undermine effective use of the competencies people possess by diverting attention from how best to proceed to concern over personal failings and possible mishaps
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The adequacy of performance attainments depends upon the personal standards against which they are judged
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Measures of self-precept must be tailored to the domain of psychological functioning being explored.
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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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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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If self-efficacy is lacking, people tend to behave ineffectually, even though they know what to do.
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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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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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Coping with the demands of everyday life would be exceedingly trying if one could arrive at solutions to problems only by actually performing possible options and suffering the consequences.
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Perceived self-efficacy in coping with potential threats leads people to approach such situations anxiously, and experience of disruptive arousal may further lower their sense of efficacy that they will be able to perform skillfully
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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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It is no more informative to speak of self-efficacy in global terms than to speak of nonspecific social behavior
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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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