A Quote by Albert Bandura

Regression analyses show that self-efficacy contributes to achievement behavior beyond the effects of cognitive skills — © Albert Bandura
Regression analyses show that self-efficacy contributes to achievement behavior beyond the effects of cognitive skills
In any given instance, behavior can be predicted best by considering both self-efficacy and outcome beliefs . . . different patterns of self-efficacy and outcome beliefs are likely to produce different psychological effects
[Attributional] factors serve as conveyors of efficacy information that influence performance largely through their intervening effects on self-percepts of efficacy
Convictions that outcomes are determined by one's own actions can be either demoralizing or heartening, depending on the level of self-judged efficacy. People who regard outcomes as personally determined, but who lack the requisite skills, would experience low self-efficacy and view the activities with a sense of futility
Perceived self-efficacy also shapes causal thinking. In seeking solutions to difficult problems, those who perceived themselves as highly efficacious are inclined to attribute their failures to insufficient effort, whereas those of comparable skills but lower perceived self-efficacy ascribe their failures to deficient ability
The cognitive skills prized by the American educational establishment and measured by achievement tests are only part of what is required for success in life. Character skills are equally important determinants of wages, education, health and many other significant aspects of flourishing lives.
The effects of outcome expectancies on performance motivation are partly governed by self-beliefs of efficacy
As technology increasingly takes over knowledge-based work, the cognitive skills that are central to today's education systems will remain important; but behavioral and non-cognitive skills necessary for collaboration, innovation, and problem solving will become essential as well.
Self-efficacy beliefs differ from outcome expectations, judgments of the likely consequence [that] behavior will produce.
Behavior must also be adequately assessed under appropriate circumstances. Ill-defined global measures of perceived self-efficacy or defective assessments of performance will yield discordances. Disparities will also arise when efficacy is judged for performances in actual situations but performance is measured in simulated situations that are easier to deal with than the actualities
Given a sufficient level of perceived self-efficacy to take on threatening tasks, phobics perform them with varying amounts of fear arousal depending on the strength of their perceived self-efficacy
In social cognitive theory, perceived self-efficacy results from diverse sources of information conveyed vicariously and through social evaluation, as well as through direct experience
It is no more informative to speak of self-efficacy in global terms than to speak of nonspecific social behavior
Increased physical activity during the school day can help children's attention, classroom behavior, and achievement test scores. Meanwhile, the decline of play is closely linked to ADHD; behavioral problems; and stunted social, cognitive, and creative development.
People infer high self-efficacy from successes achieved through minimal effort on difficult tasks, but they infer low self-efficacy if they had to work hard under favorable conditions to master relatively easy tasks
Cognitive and character skills work together as dynamic complements; they are inseparable. Skills beget skills. More motivated children learn more. Those who are more informed usually make wiser decisions.
There is the experience of enlightenment, to be very aware of what lies beyond the boundaries of cognitive perception, reflection and self-awareness as seen by the personality.
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