Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes

2018 ◽  
Vol 1 (4) ◽  
pp. 272-303 ◽  
Author(s):  
Steven A. Gedeon ◽  
Dave Valliere
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Educational Assessment ◽  
Program Improvement ◽  
Degree Programs ◽  
Individual Level ◽  
Program Accreditation ◽  
Mastery Experiences

Accredited degree programs primarily use graded assignments in the embedded-course method to measure individual-level assurances of learning (AoL). This method is expensive, subjective, retrospective, and difficult to implement for continuous program improvement. The purpose of our research is to explore the use of entrepreneurial self-efficacy (ESE) as an individual-level AoL outcome to augment the quality management of accredited entrepreneurship degree programs. Previous research on ESE, arising from intention models and theory of planned behavior, has used the construct primarily for predicting start-up intent or differentiating nonentrepreneurs from entrepreneurs. In contrast, we begin from an educational assessment and social cognitive theory perspective in constructing our ESE scale. The new ESE scale is operationalized by theoretically justifying 8 learning outcomes, testing 70 items based on scales in the extant literature, and extracting 11 factors or subdomains of ESE using principal components analysis to create a parsimonious new 44-item ESE scale. Expanding the ESE construct to 11 subdomains also expands the use of ESE into the fields of educational assessment, AoL, and program accreditation. This enables understanding the links between pedagogy, curriculum, assignments, grades, enactive mastery experiences, and peer feedback to achieve meaningful student transformation through self-efficacy beliefs.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

Neighborhood Socioeconomic Status and Perceptions of Self-Efficacy

2000 ◽  
Vol 43 (1) ◽  
pp. 117-136 ◽  
Author(s):  
Jason D. Boardman ◽  
Stephanie A. Robert
Keyword(s):  
Socioeconomic Status ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Contextual Information ◽  
The United States ◽  
National Sample ◽  
Individual Level ◽  
Neighborhood Socioeconomic Status ◽  
Level Data

Following Bandura's (1982) social-cognitive theory of self-efficacy, Wilson (1996) hypothesizes a relationship between neighborhood-level socioeconomic status and individual-level perceptions of efficacy. This article evaluates this hypothesis and pursues the following research questions: (1) Are the socioeconomic characteristics of individual's neighborhoods related to their level of self-efficacy? and (2) if so, is this relationship simply due to lower individual-level socioeconomic status (SES), or is neighborhood SES associated with self-efficacy over and above individual-level SES? This project links individual-level data from a national sample of adults in the United States (Americans Changing Lives Survey [1986]) with contextual information from the 1980 census on the poverty and unemployment characteristics of respondents' neighborhoods. Results indicate that high proportions of neighborhood unemployment and public assistance are associated with low levels of self-efficacy above and beyond individual-level SES.

Teaching Self-Efficacy

2017 ◽  
Author(s):  
David Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Affective States ◽  
Sources Of Information ◽  
Ample Evidence ◽  
Sense Of Efficacy ◽  
Mastery Experiences ◽  
Vicarious Experiences ◽  
Stress Fatigue

Teaching self-efficacy refers to the beliefs that teachers hold about their instructional capabilities. According to Bandura’s social cognitive theory, individuals develop a sense of efficacy by attending to four sources of information: mastery experiences (i.e., performance attainments), vicarious experiences (i.e., observing social models), social persuasions (i.e., messages received from others) and physiological and affective states (e.g., stress, fatigue, mood). Personal and contextual factors also play a role in the development of teaching self-efficacy. Understandings of teaching self-efficacy, its sources and its effects, have been limited by poor conceptualizations and methodological shortcomings. Nonetheless, researchers have provided ample evidence that teachers with a high sense of efficacy tend to be more psychologically healthy and effective than teachers who doubt their capabilities.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Enhancing Self-Efficacy During Community Service: Factors Influencing AmeriCorps’ Members’ Change in Self-Efficacy

2021 ◽  
pp. 089976402199165
Author(s):  
Yinglin Ma ◽  
Mary Tschirhart
Keyword(s):  
Community Service ◽  
Self Efficacy ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Random Effects Model ◽  
Panel Survey ◽  
Positive Role ◽  
Context Specific ◽  
Service Factors

Our study uses a social cognitive theory lens to examine the development of AmeriCorps’ members’ context-specific self-efficacy (self-efficacy to perform community service). The analysis uses panel survey data from 189 Ohio State AmeriCorps members collected at the beginning and end of their service terms in 2017–2018 or 2018–2019. Using a random-effects model, the results indicate that generally self-efficacy increased from beginning to end of the service term. Perceptions of having performance accomplishments, having positive role models, and receiving useful feedback significantly increased self-efficacy to perform community service, while experiencing service stress diminished self-efficacy development.

Social Cognitive Theory and Motivation

2012 ◽  
pp. 12-27 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Psychological Functioning ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes

Social cognitive theory is a theory of psychological functioning that emphasizes learning from the social environment. This chapter focuses on Bandura's social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is an especially critical influence on motivation and affects task choices, effort, persistence, and achievement. Suggestions are given for future research directions.

The neglected contributions of self-efficacy to older adults’ financial capacity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hassam Waheed
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Cost Effective ◽  
Ageing Population ◽  
Content Type ◽  
Financial Capacity ◽  
Effective Interventions ◽  
Financial Exploitation

Purpose An ageing population comes with its own set of challenges such as impaired financial capacity and resultant dependency on others to manage financial affairs. Dependency, in turn, as the evidence suggests, creates opportunities for financial exploitation of older adults. Related studies have primarily examined the clinical features and correlates of financial capacity or have attempted to develop its multidimensional measures. Both of which do little to resolve issues associated with impaired financial capacity. This paper aims to make a case for future researchers to assess older adults’ financial capacity from a non-clinical aspect. Design/methodology/approach Drawing on the notion of self-efficacy, as encapsulated within the social cognitive theory, this paper presents evidence from a host of different domains to demonstrate the potential contributions of self-efficacy to older adults’ financial capacity. Findings The contributions of self-efficacy in preserving older adults’ financial capacity appear to be much more profound than is currently acknowledged in the literature, thereby overlooking potentially promising and cost-effective interventions for autonomous ageing. Originality/value This paper presents a novel application of self-efficacy to autonomous ageing. Within this context, potential routes to the deployment of self-efficacy-based interventions are also discussed.

Yoga for Psychological Wellbeing in Modern Life and Contexts

2018 ◽  
pp. 316-334
Author(s):  
Ingunn Hagen ◽  
Stine Kofoed ◽  
Usha Nayar
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Relevant Literature ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Wellbeing ◽  
Albert Bandura ◽  
Motivation And Learning

In this chapter, we will address how Yoga may contribute to psychological wellbeing. The chapter will be based on review of relevant literature in the backdrop of the theoretical framework of Self-Efficacy developed by Albert Bandura in his comprehensive ‘social cognitive theory of human motivation and learning'. Illustrations are included from our study: “Yoga to promote young people's mental health and well-being?” First, we will address some current social tendencies that contribute to everyday stress and challenges to people's general wellbeing. Second, we aim to have some conceptual clarification related to the concepts in our title “Yoga for psychological wellbeing”. Third, we will address how Yoga may function as a tool for self-regulation and its relationship with self-efficacy. Fourth, we will describe how Yoga is perceived as a mean to cope with stress. We will discuss how different people use Yoga to cope with stress, and how this partly relates to the role of Yoga as a tool for self-regulation.

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