Producing confident learners using specific tasks, competent models, and credible messages
Bibliographic Data
| ID | 4255212 |
|---|---|
| Authors | Sungwha Kim (0000-0002-6397-4318, Korea University), Mimi Bong (0000-0002-9338-7026, Korea University) |
| Year | 2023 |
| Volume | 62 |
| Issue | 3 |
| Pages | 219-231 |
| Publication date | 2023-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2023.2226555 |
| OpenAlex | W4380786527 |
| Language | EN |
| References cited | 58 |
Of his numerous contributions, Albert Bandura's introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique features that distinguish it from other self-beliefs such as self-concept. We highlight that self-efficacy is an inherently context-specific construct distinct from vague impressions and broad generalizations about one's competencies, and it is this context-specificity that affords self-efficacy with the unparalleled predictive utility of subsequent achievements. Next, we introduce scientifically validated practices of producing confident learners such as guiding them to appraise their confidence toward specific tasks and goals, exposing them to competent models, and providing them with credible social messages, consistent with Bandura's tenets on major sources of self-efficacy information
Construct (python library · Context (archaeology · Self-efficacy · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology
Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 Pisa 2003 participating countries
The General/Academic Self-Concept Nomological Network
Optimism and realism
A multidimensional, hierarchical model of self-concept
Comparison between self-concept and self-efficacy in academic motivation research
Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions
Sources of Self-Efficacy in School
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
Causal ordering of academic self-concept and academic achievement
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
Self-efficacy and academic achievement
The influence of academic self-efficacy on academic performance
Self concept
Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students
Peer Models and Children’s Behavioral Change
Sources of self-efficacy
Role of self-efficacy and self-concept beliefs in mathematical problem solving
Academic Self-Concept and Self-Efficacy
The big-fish-little-pond effect on academic self-concept.
Social Cognitive Theory in Cultural Context
Self-Efficacy and Academic Motivation
Social learning theory
Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math
Goodwill
Big-Fish--Little-Pond effect on academic self-concept
Against the Odds
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
Verbal and Math Self-Concepts
Culture and the self
A Theory of Social Comparison Processes
Building a practically useful theory of goal setting and task motivation
Example-based learning
Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information
Gender and Perceived Self-Efficacy in Self-Regulated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |