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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
Boost
Attainment
Perceived
Performance
Performances
Necessarily
Noteworthy
Self
Attainments
Even
Efficacy

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Social cognitive theory rejects the dichotomous conception of self as agent and self as object. Acting on the environment and acting on oneself entail shifting the perspective of the same agent rather than reifying different selves regulating each other or transforming the self from agent to object
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Except for events that carry great weight, it is not experience per se, but how they match expectations, that governs their emotional impact
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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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Most of the images of reality on which we base our actions are really based on vicarious experience.
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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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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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Even the self-assured will raise their perceived self-efficacy if models teach them better ways of doing things.
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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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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 also shapes causal thinking. In seeking solutions to difficult problems, those who perceived themselves as highly efficacious are inclined to attribute their failures to insufficient effort, whereas those of comparable skills but lower perceived self-efficacy ascribe their failures to deficient ability
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[Children] receive direct instruction from time to time about the appropriateness of various social comparisons
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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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The adequacy of performance attainments depends upon the personal standards against which they are judged
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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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Self efficacious children tend to attribute their successes to ability, but ability attributions affect performance indirectly through perceived self-efficacy
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Moral justification is a powerful disengagement mechanism. Destructive conduct is made personally and socially acceptable by portraying it in the service of moral ends. This is why most appeals against violent means usually fall on deaf ears.
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Humans are producers of their life circumstance not just products of them.
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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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One cannot afford to be a realist.
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Once established, reputations do not easily change.
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