Self-Efficacy

14,000,000 Leading Edge Experts on the ideXlab platform

Scan Science and Technology

Contact Leading Edge Experts & Companies

Scan Science and Technology

Contact Leading Edge Experts & Companies

The Experts below are selected from a list of 7590060 Experts worldwide ranked by ideXlab platform

Frank Pajares - One of the best experts on this subject based on the ideXlab platform.

  • Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students.
    Research in The Teaching of English, 2007
    Co-Authors: Frank Pajares, Margaret J. Johnson, Ellen L. Usher
    Abstract:

    The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of Self-Efficacy on students writing Self-Efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of Self-Efficacy theory, each of the sources significantly correlated with writing Self-Efficacy and with each other. As hypothesized, students perceived mastery experience accounted for the greatest proportion of the variance in writing Self-Efficacy. This was the case for girls and for boys, as well as for students in elementary school, middle school, and high school. Social persuasions and anxiety also predicted self -efficacy, albeit modestly. Vicarious experience did not predict writing Self-Efficacy. Girls reported greater mastery experience, vicarious experience, and social persuasions, as well as lower writing anxiety. Girls also reported stronger writing Self-Efficacy and were rated better writers by their teachers. Elementary school students reported stronger mastery experience, vicarious experience, and social persuasions than did either middle school or high school students. Elementary school students also reported stronger self efficacy. Findings support and refine the theoretical tenets ofBandurds social cognitive theory.

  • gender differences in writing self beliefs of elementary school students
    Journal of Educational Psychology, 1999
    Co-Authors: Frank Pajares, David M Miller, Margaret J. Johnson
    Abstract:

    The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N = 363). Girls were judged superior writers, but there were no gender differences in writing Self-Efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing Self-Efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, Self-Efficacy for self-regulation, and perceived usefulness of writing. Self-Efficacy mediated the effects of aptitude and Self-Efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional Self-Efficacy scales.

  • self efficacy beliefs and mathematical problem solving of gifted students
    Contemporary Educational Psychology, 1996
    Co-Authors: Frank Pajares
    Abstract:

    Path analysis was used to test the predictive and mediational role that Self-Efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n = 66) mainstreamed with regular education students (n = 232) in algebra classes. Self-Efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, Self-Efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in Self-Efficacy. Gifted students reported higher math Self-Efficacy and Self-Efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of Self-Efficacy in A. Bandura's (1986) social cognitive theory.

  • role of self efficacy and self concept beliefs in mathematical problem solving a path analysis
    Journal of Educational Psychology, 1994
    Co-Authors: Frank Pajares, David M Miller
    Abstract:

    Path analysis was used to test the predictive and mediational role of Self-Efficacy beliefs in mathematical problem solving. Results revealed that math Self-Efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Self-Efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of Self-Efficacy. Men had higher performance, Self-Efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of Self-Efficacy, for gender had a direct effect only on Self-Efficacy and a prior experience variable. Results support the hypothesized role of Self-Efficacy in A. Bandura's (1986) social cognitive theory. Social cognitive theory suggests that Self-Efficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how long they persevere in the face of challenge. According to Bandura (1986), how people behave can often be better predicted by their beliefs about their capabilities than by what they are actually capable of accomplishing , for these beliefs help determine what individuals do with the knowledge and skills they have. Although researchers have established that Self-Efficacy is a strong predictor of behavior (Maddux, Norton, & Stoltenberg, 1986), research on the relationship between Self-Efficacy and academic performance in areas such as mathematics is still limited (Bouffard-Bouchard, 1989). Studies of math Self-Efficacy have been largely correlational, and researchers have emphasized the need to construct causal models with which to conceptualize and test hypothesized relationships (Hackett & Betz, 1989; Meece, Wigfield, & Eccles, 1990). When causal modeling has been used, most models have excluded key variables identified as influencing math performance (most notably, self-concept), or the theoretical framework used to hypothesize relationships was not based on social cognitive theory. Thus, results have added little to a better understanding of Self-Efficacy's influence. Bandura (1986) hypothesized that Self-Efficacy beliefs mediate the effect of other determinants of performance such as gender and prior experience on subsequent perfor

D. P. French - One of the best experts on this subject based on the ideXlab platform.

  • What are the most effective intervention techniques for changing physical activity Self-Efficacy and physical activity behaviour - And are they the same?
    Health Education Research, 2011
    Co-Authors: S L Williams, D. P. French
    Abstract:

    There is convincing evidence that targeting Self-Efficacy is an effective means of increasing physical activity. However, evidence concerning which are the most effective techniques for changing Self-Efficacy and thereby physical activity is lacking. The present review aims to estimate the association between specific intervention techniques used in physical activity interventions and change obtained in both Self-Efficacy and physical activity behaviour. A systematic search yielded 27 physical activity intervention studies for 'healthy' adults that reported Self-Efficacy and physical activity data. A small, yet significant (P < 0.01) effect of the interventions was found on change in Self-Efficacy and physical activity (d = 0.16 and 0.21, respectively). When a technique was associated with a change in effect sizes for Self-Efficacy, it also tended to be associated with a change (r(s) = 0.690, P < 0.001) in effect size for physical activity. Moderator analyses found that 'action planning', 'provide instruction' and 'reinforcing effort towards behaviour' were associated with significantly higher levels of both Self-Efficacy and physical activity. 'Relapse prevention' and 'setting graded tasks' were associated with significantly lower Self-Efficacy and physical activity levels. This meta-analysis provides evidence for which psychological techniques are most effective for changing Self-Efficacy and physical activity.

  • what is the best way to change self efficacy to promote lifestyle and recreational physical activity a systematic review with meta analysis
    British Journal of Health Psychology, 2010
    Co-Authors: Stefanie Ashford, Jemma Edmunds, D. P. French
    Abstract:

    Purpose. Increasing Self-Efficacy is an effective method to increase physical activity. Despite this, the evidence concerning the most effective techniques to increase Self-Efficacy in physical activity interventions has not been systematically reviewed. The aim of the present research is to systematically gather, and meta-analyse, intervention studies which aimed to increase Self-Efficacy for physical activity; to estimate the association between intervention techniques used, and change in Self-Efficacy achieved. Methods. A systematic database search was conducted for papers reporting lifestyle or recreational physical activity interventions. Published intervention studies explicitly targeting Self-Efficacy in order to change physical activity behaviour in ‘healthy’ adults were eligible for inclusion. Results. The search strategy identified 27 unique physical activity intervention studies, with a total of 5,501 participants. A significant, yet small, relationship between the interventions and changes in Self-Efficacy was found (mean d =0.16, p <.001). Owing to significant heterogeneity, moderator analyses were conducted, examining the association of changes in Self-Efficacy with whether or not specific intervention techniques were used. Interventions that included feedback on past or others' performance produced the highest levels of Self-Efficacy found in this review. Vicarious experience was also associated with higher levels of Self-Efficacy. Persuasion, graded mastery, and barrier identification were associated with lower levels of Self-Efficacy. Conclusions. This meta-analysis forms an evidence base for which psychological techniques are most effective in increasing Self-Efficacy for physical activity. The results are presented in terms of recommendations for those developing interventions and directions for future research.

David M Miller - One of the best experts on this subject based on the ideXlab platform.

  • gender differences in writing self beliefs of elementary school students
    Journal of Educational Psychology, 1999
    Co-Authors: Frank Pajares, David M Miller, Margaret J. Johnson
    Abstract:

    The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N = 363). Girls were judged superior writers, but there were no gender differences in writing Self-Efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing Self-Efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, Self-Efficacy for self-regulation, and perceived usefulness of writing. Self-Efficacy mediated the effects of aptitude and Self-Efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional Self-Efficacy scales.

  • role of self efficacy and self concept beliefs in mathematical problem solving a path analysis
    Journal of Educational Psychology, 1994
    Co-Authors: Frank Pajares, David M Miller
    Abstract:

    Path analysis was used to test the predictive and mediational role of Self-Efficacy beliefs in mathematical problem solving. Results revealed that math Self-Efficacy was more predictive of problem solving than was math self-concept, perceived usefulness of mathematics, prior experience with mathematics, or gender (N = 350). Self-Efficacy also mediated the effect of gender and prior experience on self-concept, perceived usefulness, and problem solving. Gender and prior experience influenced self-concept, perceived usefulness, and problem solving largely through the mediational role of Self-Efficacy. Men had higher performance, Self-Efficacy, and self-concept and lower anxiety, but these differences were due largely to the influence of Self-Efficacy, for gender had a direct effect only on Self-Efficacy and a prior experience variable. Results support the hypothesized role of Self-Efficacy in A. Bandura's (1986) social cognitive theory. Social cognitive theory suggests that Self-Efficacy, "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p. 391), strongly influences the choices people make, the effort they expend, and how long they persevere in the face of challenge. According to Bandura (1986), how people behave can often be better predicted by their beliefs about their capabilities than by what they are actually capable of accomplishing , for these beliefs help determine what individuals do with the knowledge and skills they have. Although researchers have established that Self-Efficacy is a strong predictor of behavior (Maddux, Norton, & Stoltenberg, 1986), research on the relationship between Self-Efficacy and academic performance in areas such as mathematics is still limited (Bouffard-Bouchard, 1989). Studies of math Self-Efficacy have been largely correlational, and researchers have emphasized the need to construct causal models with which to conceptualize and test hypothesized relationships (Hackett & Betz, 1989; Meece, Wigfield, & Eccles, 1990). When causal modeling has been used, most models have excluded key variables identified as influencing math performance (most notably, self-concept), or the theoretical framework used to hypothesize relationships was not based on social cognitive theory. Thus, results have added little to a better understanding of Self-Efficacy's influence. Bandura (1986) hypothesized that Self-Efficacy beliefs mediate the effect of other determinants of performance such as gender and prior experience on subsequent perfor

Robert W Jeffery - One of the best experts on this subject based on the ideXlab platform.

  • the impact of self efficacy on behavior change and weight change among overweight participants in a weight loss trial
    Health Psychology, 2006
    Co-Authors: Jennifer A Linde, Alexander J Rothman, Austin S Baldwin, Robert W Jeffery
    Abstract:

    Despite considerable clinical interest, attempts to link perceived Self-Efficacy with successful weight control have had mixed success. Definitive data on prospective associations between Self-Efficacy and weight loss are particularly sparse. This study examined relationships between Self-Efficacy beliefs, weight control behaviors, and weight change among individuals participating in a weight loss trial (N = 349, 87% women). Cross-sectionally, eating and exercise Self-Efficacy beliefs were strongly associated with corresponding weight loss behaviors. Self-Efficacy beliefs prospectively predicted weight control behavior and weight change during active treatment but not during follow-up. Mediational models indicate that people's weight control behaviors mediate the impact of Self-Efficacy on weight change.

Margaret J. Johnson - One of the best experts on this subject based on the ideXlab platform.

  • Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students.
    Research in The Teaching of English, 2007
    Co-Authors: Frank Pajares, Margaret J. Johnson, Ellen L. Usher
    Abstract:

    The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of Self-Efficacy on students writing Self-Efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of Self-Efficacy theory, each of the sources significantly correlated with writing Self-Efficacy and with each other. As hypothesized, students perceived mastery experience accounted for the greatest proportion of the variance in writing Self-Efficacy. This was the case for girls and for boys, as well as for students in elementary school, middle school, and high school. Social persuasions and anxiety also predicted self -efficacy, albeit modestly. Vicarious experience did not predict writing Self-Efficacy. Girls reported greater mastery experience, vicarious experience, and social persuasions, as well as lower writing anxiety. Girls also reported stronger writing Self-Efficacy and were rated better writers by their teachers. Elementary school students reported stronger mastery experience, vicarious experience, and social persuasions than did either middle school or high school students. Elementary school students also reported stronger self efficacy. Findings support and refine the theoretical tenets ofBandurds social cognitive theory.

  • gender differences in writing self beliefs of elementary school students
    Journal of Educational Psychology, 1999
    Co-Authors: Frank Pajares, David M Miller, Margaret J. Johnson
    Abstract:

    The authors investigated the nature of gender differences in the writing self-beliefs of elementary school students in Grades 3, 4, and 5 (N = 363). Girls were judged superior writers, but there were no gender differences in writing Self-Efficacy after controlling for writing aptitude. However, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did boys. Only writing Self-Efficacy beliefs and aptitude predicted writing performance in a path model that included writing apprehension, Self-Efficacy for self-regulation, and perceived usefulness of writing. Self-Efficacy mediated the effects of aptitude and Self-Efficacy for self-regulation on performance. Writing self-concept was higher and apprehension lower for students in Grade 3 than in Grade 5. Data were consistent with A. Bandura's (1986) social cognitive theory and suggest that boys and girls may use a different metric when responding to traditional Self-Efficacy scales.