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Self efficacious children tend to attribute their successes to ability, but ability attributions affect performance indirectly through perceived self-efficacy

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Performance
Efficacious
Performances
Indirectly
Tend
Efficacy
Ability
Attribute
Self
Successes
Children
Perceived
Attributes
Affect
Attribution

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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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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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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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The content of most textbooks is perishable, but the tools of self-directedness serve one well over time.
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If you look at our theories of social pathology and then at the dismal conditions in which children grow up in our ghettos, you would predict that all of them would be on drugs or psychological basket cases. Yet if you use criteria like gainful employment, forming partnerships and life without crime, you will find that most of those kids make it.
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The human condition is better improved by altering detrimental circumstances and personal perspectives than by trying to alter personal outlooks, while ignoring the very circumstances that serve to nourish them
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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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Perceived self-efficacy influences the types of causal attributions people make for their performances
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When actions are followed by events that are not causally related to the prior acts, people often erroneously perceive contingencies that do not, in fact, exist
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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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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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Psychology cannot tell people how they ought to live their lives. It can however, provide them with the means for effecting personal and social change.
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In any given instance, behavior can be predicted best by considering both self-efficacy and outcome beliefs . . . different patterns of self-efficacy and outcome beliefs are likely to produce different psychological effects
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Measures of self-precept must be tailored to the domain of psychological functioning being explored.
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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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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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Gaining insight into one's underlying motives, it seems, is more like a belief conversion than a self-discovery process
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How children learn to use diverse sources of efficacy information in developing a stable and accurate sense of personal efficacy is a matter of considerable interest
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The effects of outcome expectancies on performance motivation are partly governed by self-beliefs of efficacy
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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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