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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

Albert Bandura

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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Learn
Clarify
Social
Efficacy
Young
Evaluation
Problem
Useful
Children
Research
Type
Information
Future
Comparative

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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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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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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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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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Most of the images of reality on which we base our actions are really based on vicarious experience.
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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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People not only gain understanding through reflection, they evaluate and alter their own thinking.
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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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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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Regression analyses show that self-efficacy contributes to achievement behavior beyond the effects of cognitive skills
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In any given instance, behavior can be predicted best by considering both self-efficacy and outcome beliefs . . . different patterns of self-efficacy and outcome beliefs are likely to produce different psychological effects
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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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Self-appraisals are influenced by evaluative reactions of others.
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Stringent standards of self-evaluation [can] make otherwise objective successes seem to be personal failures
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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 who hold a low view of themselves [will credit] their achievements to external factors, rather than to their own capabilities.
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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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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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Freedom [should not be] conceived negatively as exemption from social influences or situational constraints. Rather...positively as the exercise of self-influence to bring about desired results.
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