Supporting self-efficacy development from primary school to the professions
A guide for educators
Bibliographic Data
Over the past 2 decades, scholars in various educational contexts have examined Bandura’s (1997) theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates self-efficacy and these sources within a broader social cognitive theoretical frame. Subsequent sections highlight specific ways that educators can apply insights from Bandura’s theorizing and from the empirical literature that has examined self-efficacy development at different stages of learning and in diverse contexts. We address how educators can create instructional tasks that show progress, establish supportive social structures, and work with students’ emotions in ways that foster self-efficacy. Special attention is given to the sociocultural factors that affect how learners evaluate efficacy-relevant information. Several directions for further applying Bandura’s theory are offered
Experiential learning · Mathematics education · Observational learning · Pedagogy · Self-efficacy · Social cognitive theory · Social influence · Social learning theory · Sociocultural evolution · Sociology · Behavioral and Psychological Studies · Education and Critical Thinking Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
The impact of repeated reading intervention on reading self-efficacy and fear of negative evaluation in Arabic-speaking students
Development and evaluation of a blended learning model integrating ARCS and BOPPPS for Endodontics education
Toward an Understanding of Self-Efficacy Development as a Sociocultural Process
‘I should conduct action research more often’
The development of sources of self‐efficacy in self‐regulation during one primary school year
The power of perception
The who and how of STEM career models in high school
A social cognitive perspective of educators' moral agency
Effects of role model exposure on STEM and non‐STEM student engagement
The Development of Academic Self-Efficacy
Effects of self-assessment on self-regulated learning and self-efficacy
Diversifying Science
Reconceptualizing the Sources of Teaching Self-Efficacy
Sources of Self-Efficacy in School
The Origins of Children's Growth and Fixed Mindsets
Even Einstein struggled
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Students as patients
Investigating feedback orientation in medical learners
Lost confidence and potential
The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy
The Imposter Phenomenon
The impact of communal learning contexts on adolescent self-concept and achievement
Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information
| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |