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Perceived self-inefficacy predicts avoidance of academic activities whereas anxiety does not

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Activities
Academic
Whereas
Anxiety
Activity
Doe
Predicts
Self
Avoidance
Perceived

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The adequacy of performance attainments depends upon the personal standards against which they are judged
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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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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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Gaining insight into one's underlying motives, it seems, is more like a belief conversion than a self-discovery process
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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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For many activities, people cannot rely solely on themselves in evaluating their ability level because such judgments require inferences from probabilistic indicants of talent about which they may have limited knowledge. Self-appraisals are, therefore, partly based on the opinions of others who presumably possess evaluative competence
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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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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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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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Self-doubt creates the impetus for learning but hinders adept use of previously established skills
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Many people who gain recognition and fame shape their lives by overcoming seemingly insurmountable obstacles, only to be catapulted into new social realities over which they have less control and manage badly. Indeed, the annals of the famous and infamous are strewn with individuals who were both architects and victims of their life courses.
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Self-appraisals are influenced by evaluative reactions of others.
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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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It is no more informative to speak of self-efficacy in global terms than to speak of nonspecific social behavior
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People’s beliefs about their abilities have a profound effect on those abilities.
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The performances of others are often selected as standards for self-improvement of abilities
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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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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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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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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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