Self-Efficacy and Classroom Learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dale H. Schunk, Dean (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This article discusses the role of perceived self-efficacy during classroom learning of cognitive skills. Self-efficacy refers to personal judgments of performance capabilities in a given domain of activity. Students enter classroom activities with various aptitudes and prior experiences, which affect their initial sense of self-efficacy for learning. During task engagement, students may assess self-efficacy by utilizing cues made cognitively salient by educational practices and which convey information about their capability to acquire knowledge and skills, such as performance outcomes, attributions, situational circumstances, outcome patterns, perceived model similarity, and persuader credibility. In turn, heightened learning self-efficacy enhances motivated learning, or motivation to acquire knowledge and skills. Research findings are presented showing how different educational practices affect self-efficacy. Future research needs to determine how students derive efficacy information from multiple cues, and to specify in finer detail how the cognitive processes involved in understanding instruction and appraising self-efficacy influence one another.

Additional Information

Psychology in the Schools, 22(2), 208-223.
Language: English
Date: 1985
Self-efficacy, Cognition, Learning, Education, Instruction, Motivation, Children

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