Outcome expectancy in social cognitive theory
The role of contingency in agency and motivation in education
Bibliographic Data
| ID | 5081161 |
|---|---|
| Authors | Duane F Shell (0000-0001-9037-5815, University of Nebraska–Lincoln, corresponding author) |
| Year | 2023 |
| Volume | 62 |
| Issue | 3 |
| Pages | 255-265 |
| Publication date | 2023-07-03 |
| 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 | 10.1080/00405841.2023.2226558 |
| OpenAlex | W4380680111 |
| Language | EN |
| Citations received | 4 |
| References cited | 36 |
Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories of motivation and achievement in education and examining how outcome expectancy and related contingency beliefs like perceived instrumentality affect student motivation. Practical contingency-based approaches that educators at all levels can use to develop student outcome expectancies and ways to use outcome expectancies to motivate students are discussed
Affect (linguistics · Agency (philosophy · Cognition · Contingency · Contingency theory · Developmental psychology · Expectancy theory · Goal theory · Need for achievement · Outcome (game theory · Self-efficacy · Social cognitive theory · Social influence · Sociology · Behavioral and Psychological Studies · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology
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Possible selves
Self-efficacy
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| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |