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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
Ways
Gained
Knowledge
Observe
Success
Comparison
Process
Several
Attainments
Social
Experiences
Operates
Others
Behavior
Undoubtedly
Children
Failure
Repeatedly
Way
Probably
Attainment
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Forceful actions arising from erroneous beliefs often create social effects that confirm the misbeliefs
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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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For many activities, people cannot rely solely on themselves in evaluating their ability level because such judgments require inferences from probabilistic indicants of talent about which they may have limited knowledge. Self-appraisals are, therefore, partly based on the opinions of others who presumably possess evaluative competence
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One cannot afford to be a realist.
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Success and failure are largely self-defined in terms of personal standards. The higher the self-standards, the more likely will given attainments be viewed as failures, regardless of what others might think.
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Persons who have a strong sense of efficacy deploy their attention and effort to the demands of the situation and are spurred by obstacles to greater effort.
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Once established, reputations do not easily change.
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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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[Children] receive direct instruction from time to time about the appropriateness of various social comparisons
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The evaluative habits developed in sibling interactions undoubtedly affect the salience and choice of comparative referents in self-ability evaluations in later life
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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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To grant thought causal efficacy is not to invoke a disembodied mental state
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The satisfactions people derive from what they do are determined to a large degree by their self-evaluative standards
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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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People behave agentically, but they produce theories that afford people very little agency.
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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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Self efficacious children tend to attribute their successes to ability, but ability attributions affect performance indirectly through perceived self-efficacy
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People not only gain understanding through reflection, they evaluate and alter their own thinking.
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Perceived self-inefficacy predicts avoidance of academic activities whereas anxiety does not
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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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