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The performances of others are often selected as standards for self-improvement of abilities

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Others
Self
Selected
Abilities
Improvement
Performances
Standards
Ability
Often

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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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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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Judgments of adequacy involve social comparison processes
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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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Self-appraisals are influenced by evaluative reactions of others.
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Dualistic doctrines that regard mind and body as separate entities do not provide much enlightenment on the nature of the disembodied mental state or on how an immaterial mind and bodily events act on each other
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The effects of outcome expectancies on performance motivation are partly governed by self-beliefs of efficacy
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Even noteworthy performance attainments do not necessarily boost perceived self-efficacy
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Self-doubt creates the impetus for learning but hinders adept use of previously established skills
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Self-efficacy beliefs differ from outcome expectations, judgments of the likely consequence [that] behavior will produce.
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Among the types of thoughts that affect action, none is more central or pervasive than people's judgments of their capabilities to deal effectively with different realities
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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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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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Discrepancies between self-efficacy judgment and performance will arise when either the tasks or the circumstances under which they are performed are ambiguous
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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 content of most textbooks is perishable, but the tools of self-directedness serve one well over time.
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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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People behave agentically, but they produce theories that afford people very little agency.
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Perceived self-efficacy influences the types of causal attributions people make for their performances
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