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Even noteworthy performance attainments do not necessarily boost 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
Performances
Necessarily
Noteworthy
Self
Attainments
Even
Efficacy
Boost
Attainment
Perceived

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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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Indeed there are many competent people who are plagued by a sense of inefficacy, and many less competent ones who remain unperturbed by impending threats because they are self-assured of their coping capabilities
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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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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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If there is any characteristic that is distinctly human, it is the capability for reflective self-consciousness.
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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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Comparative appraisals of efficacy require not only evaluation of ones own performances but also knowledge of how others do, cognizance of nonability determinants of their performances, and some understanding that it is others, like oneself, who provide the most informative social criterion for comparison
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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
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The effects of outcome expectancies on performance motivation are partly governed by self-beliefs of efficacy
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To grant thought causal efficacy is not to invoke a disembodied mental state
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Students judge how well they might do in a chemistry course from knowing how peers, who performed comparably to them in physics, fared in chemistry
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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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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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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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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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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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Perceived self-efficacy and beliefs about the locus of outcome causality must be distinguished
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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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As a general rule, moderate levels of arousal facilitate deployment of skills, whereas high arousal disrupts it. This is especially true of complex activities requiring intricate organization of behavior
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Because of such conjointedness, behavior that exerts no effect whatsoever on outcomes is developed and consistently performed
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