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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
Albert Bandura
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Albert Bandura
Age: 95 †
Born: 1925
Born: December 4
Died: 2021
Died: July 26
Psychologist
University Teacher
Success
Comparison
Process
Several
Attainments
Social
Experiences
Operates
Others
Behavior
Undoubtedly
Children
Failure
Repeatedly
Way
Probably
Attainment
Ways
Gained
Knowledge
Observe
More quotes by Albert Bandura
Most of the images of reality on which we base our actions are really based on vicarious experience.
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In the self-appraisal of efficacy, there are many sources of information that must be processed and weighed through self-referent thought
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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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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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Self-belief does not necessarily ensure success, but self-disbelief assuredly spawns failure.
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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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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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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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It is no more informative to speak of self-efficacy in global terms than to speak of nonspecific social behavior
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Stringent standards of self-evaluation [can] make otherwise objective successes seem to be personal failures
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Very often we developed a better grasp of the subjects than the over worked teachers.
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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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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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People’s beliefs about their abilities have a profound effect on those abilities.
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People behave agentically, but they produce theories that afford people very little agency.
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Measures of self-precept must be tailored to the domain of psychological functioning being explored.
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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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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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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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Self-efficacy beliefs differ from outcome expectations, judgments of the likely consequence [that] behavior will produce.
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