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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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One cannot afford to be a realist.
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People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided.
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Perceived self-efficacy and beliefs about the locus of outcome causality must be distinguished
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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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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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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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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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People’s beliefs about their abilities have a profound effect on those abilities.
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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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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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Incongruities between self-efficacy and action may stem from misperceptions of task demands, as well as from faulty self-knowledge
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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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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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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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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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The performances of others are often selected as standards for self-improvement of abilities
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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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