Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

2008 ◽  
Vol 78 (4) ◽  
pp. 751-796 ◽  
Author(s):  
Ellen L. Usher ◽  
Frank Pajares
Keyword(s):  
Critical Review ◽  
Self Efficacy ◽  
Contextual Factors ◽  
Efficacy Beliefs ◽  
Academic Ability ◽  
Review Of The Literature ◽  
Future Directions ◽  
Psychological Mechanisms ◽  
Mastery Experience

The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

Sexual Assault and Justice for Older Women: A Critical Review of the Literature

2016 ◽  
Vol 18 (5) ◽  
pp. 496-507 ◽  
Author(s):  
Bianca Fileborn
Keyword(s):  
Sexual Assault ◽  
Older Women ◽  
Critical Review ◽  
Cultural Context ◽  
Review Of The Literature ◽  
Future Directions ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
Tailored Approach ◽  
Health Impairments

This article provides a critical review of current literature on the sexual assault of older women—including an exploration of the specific features and emotional and physical impacts of older women’s experiences—and highlights current gaps and future directions for research, practice, and theory. A review of the literature indicates that older women constitute only a small proportion of victim/survivors. However, there is evidence to suggest that existing research underestimates the extent of this issue. Older women face particular barriers to disclosure and accessing the justice system, resulting in their experiences remaining hidden. Many of these barriers also contribute toward older women’s experiences being ignored, dismissed, or downplayed by potential bystanders. These barriers are explored in depth in this article and include cultural context, ageism, cognitive and health impairments, and living in a residential care setting. Responding to, and preventing, the sexual assault of older women requires a tailored approach—and we currently lack sufficient insight to develop appropriate responses. In closing, this article considers how we might work toward achieving “justice” for older women victim/survivors.

Using self-efficacy beliefs to understand how students in a general chemistry course approach the exam process

2018 ◽  
Vol 19 (1) ◽  
pp. 265-275 ◽  
Author(s):  
Angela Willson-Conrad ◽  
Megan Grunert Kowalske
Keyword(s):  
General Chemistry ◽  
Self Efficacy ◽  
Study Skills ◽  
Efficacy Beliefs ◽  
Dropping Out ◽  
Metacognitive Skills ◽  
College Chemistry ◽  
Mastery Experience ◽  
Meaningful Connections ◽  
Poor Teaching

Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process, including how students prepare for an exam, take an exam, and respond to feedback from an exam, data was collected through interviews with students in an introductory college chemistry course. The interview data was analyzed using emergent coding to describe students' experiences of the exam process using phenomenography. Data indicated that students' experiences with the exam process could be categorized based on their reported exam performance. Overall, differences could be seen between these students' self-efficacy beliefs and metacognitive skills based on the grade each student reported receiving on the exam. The students who performed highest on the exam had self-efficacy beliefs primarily from their mastery experience, and middle performing students' self-efficacy beliefs came from vicarious experience. The lowest performing student had low self-efficacy beliefs. Students who received the highest grades on the exam viewed learning as making meaningful connections between topics, and students who received lower grades viewed learning as memorization. By further understanding students study habits, their views on the exam process, and the development of their self-efficacy beliefs, instructors may be better able to assist low and middle performing students in our general chemistry courses. The findings from this study suggest several ways instructors could facilitate more effective studying and promote higher self-efficacy beliefs, including promoting group work, talking with students about study skills, and encouraging attendance at office hours to review exam responses.

A redefinition of the syndrome of Broca's aphasia: Implications for a neuropsychological model of language

1980 ◽  
Vol 1 (3) ◽  
pp. 225-278 ◽  
Author(s):  
Rita Sloan Berndt ◽  
Alfonso Caramazza
Keyword(s):  
Brain Damage ◽  
Critical Review ◽  
Syntactic Parsing ◽  
Review Of The Literature ◽  
Broca's Aphasia ◽  
Psychological Mechanisms ◽  
Speech Output ◽  
Broca’S Aphasia ◽  
Output System ◽  
Neuropsychological Theory

ABSTRACTA neuropsychological theory is offered to account for the syndrome of Broca's aphasia. A critical review of the literature, with emphasis on recent research, provides the basis for a redefinition of the syndrome that considerably broadens its classical description. The argument is advanced that the focus of neuropsychological explanation should be on theoretically separable psychological mechanisms that might be disrupted in relative isolation from other components in conditions of focal brain damage, rather than on isolated units of aphasic performance. The symptoms that characterize Broca's aphasia are explained as predictable behavioral manifestations of a central disruption of the syntactic parsing component of the language System, coupled with a (theoretically independent) articulatory deficit that affects only the speech output System. The neuroanatomical implications of this argument are considered within the framework of the classical “strong localizationist” hypothesis.

scholarly journals The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

2019 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Ida Yulianawati
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Senior High School ◽  
Second Grade ◽  
Writing Ability ◽  
English Writing ◽  
Mastery Experience

This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.

scholarly journals Self-efficacy beliefs of medical students: a critical review

2018 ◽  
Vol 7 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Robert M. Klassen ◽  
Joel R. L. Klassen
Keyword(s):  
Medical Students ◽  
Critical Review ◽  
Self Efficacy ◽  
Efficacy Beliefs

The Transformative Capacity of Telementoring on Self-efficacy Beliefs

2010 ◽  
pp. 72-88
Author(s):  
Deborah A. Scigliano
Keyword(s):  
Best Practices ◽  
Self Efficacy ◽  
Research Study ◽  
Physiological State ◽  
Efficacy Beliefs ◽  
Vicarious Experience ◽  
Pragmatic Approach ◽  
Verbal Persuasion ◽  
Transformative Capacity ◽  
Mastery Experience

This chapter focuses on the intentional design of telementoring projects to enhance self-efficacy beliefs. The emphasis is on a pragmatic approach to design. Self-efficacy is defined and its importance is detailed. Intentional design which focuses upon addressing the four influences on efficacy of mastery experience, vicarious experience, verbal persuasion, and physiological state is advocated. A design-based drama telementoring research study which employed the best practices of self-efficacy and telementoring research is examined. Capacity, illustrative vignettes, and design implications for each of the four influences on self-efficacy are discussed.

Sign in / Sign up

Export Citation Format

Share Document