Influence of Self-Efficacy on Performance in a Cognitive Task

Bouffard-Bouchard, Thérèse

doi:10.1080/00224545.1990.9924591

Cited by 314 publications

(212 citation statements)

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“…This refers to people's beliefs in their ability to exercise control over environmental events, with which people Anti-Learning 6 regulate motivational (e.g., Litt, 1988;Moritz et al, 2000), affective (e.g., Bandura & Cervone, 1986;DeShon & Alexander, 1996; Elliot & Dweck, 1988;Spering, Wagener, & Funke, 2005), and decisional processes (e.g., Earley, Connolly, & Ekegren, 1989;Kanfer et al, 1994;Tversky & Kahneman, 1974). For instance, perceived self-efficacy is shown to mediate problem solving so that it produces poor performance, irrespective of people's actual capabilities Bouffard-Bouchard, 1990;Hogarth et al, 1991;. Equally compelling is evidence that increasing people's belief in their self-efficacy guides attentional processes so that, in problem solving tasks, people's accuracy in detecting and analyzing solutions to problems can be radically improved (e.g., BouffardBouchard, 1990;Jacobs et al, 1984).…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, through judgments of self-efficacy, experts advance their behavior Anti-Learning 7 towards achieving increasingly more and more difficult goals, thus extending their knowledge and experience (e.g., Bouffard-Bouchard, 1990;.…”

Section: Introductionmentioning

confidence: 99%

“…Studies of expertise show that both systems (Bandura, 1991) are critical in the acquisition of complex behaviors, ranging from athletic and musical performance, to managerial decision making and stockbroking (Bandura, 1991;Bandura & Locke, 2003;Cohen, Freeman, & Wolf, 1996; Ericsson & Lehman, 1996;Karoly, 1993; Rapoport, 1967;Rossano, 2003;Stanovich, 2004). Selecting relevant information bearing on a solution requires keeping an internal status check of ongoing performance through error detection and correction (Bandura, 1991;Bandura & Locke, 2003;Karoly, 1993;Lehmann & Ericsson, 1997;Rossano, 2003).Additionally, through judgments of self-efficacy, experts advance their behavior Anti-Learning 7 towards achieving increasingly more and more difficult goals, thus extending their knowledge and experience (e.g., Bouffard-Bouchard, 1990;. …”

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confidence: 99%

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Positive transfer and negative transfer/antilearning of problem-solving skills.

Osman¹

2008

Journal of Experimental Psychology: General

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The present study examined how self-regulatory processes influenced problem solving behavior under conditions in which people were either re-exposed to their prior learning, or experienced someone else's. In a series of four experiments, participants solved two complex control tasks that were identical in structure but varied in presentation format. Participants either learnt to solve the second task, based on their original learning phase from the first task, or learnt to solve the second task based on another participant's learning phase. Experiment 1 showed that, under conditions in which participants' learning phase was experienced twice, performance deteriorated in the second task compared to the first. In contrast, when the learning phases in the first and second task differed, performance improved in the second task.Experiment 2 introduced instructional manipulations that induced the same response patterns as Experiment 1, and Experiment 3 showed that participants differentially weighted the learning phase in the second task. In Experiment 4, judgments of selfefficacy were shown to track control performance. The implications of these findings for induction, self-regulation, and insight are discussed. examples share a precise goal that involves accurately and reliably controlling a complex dynamic control task (CDCT-i.e., the aircraft). Control behavior in this, and other types of CDCTs (e.g., air-traffic control, naval mine sweeping, car driving) depends on the development of expertise (e.g., Brehmer, 1992;Funke, 2001; Gonzalez, Lerch, & Lebiere, 2003;Kerstholt, 1996;Randel & Pugh, 1996;Sweller, 1988;.Expertise involves both monitoring-through self-evaluation of goal-directed actions (e.g., Bandura & Locke, 2003; Ericsson & Lehman, 1996;Karoly, 1993;Lerch & Harter, 2001;Rossano, 2003;VanLehn, 1996)-and control, or the generation and selection of goal-directed actions (e.g., Lerch & Harter, 2001; Locke & Latham, 2002;Rossano, 2003;Sweller, 1988;VanLehn, 1996;Vollmeyer, Burns, & Holyoak, 1996). Both behaviors are also interrelated (e.g., Bandura & Locke, 2003; Ericsson & Lehman, 1996;Karoly, 1993;Lerch & Harter, 2001;Rossano, 2003;VanLehn, 1996). However, studies of skill learning in CDCTs have overlooked this relationship, particularly how it influences the transferability of expertise (e.g., Berry, 1991;Berry & Broadbent, 1988;Burns & Vollmeyer, 2002). Without an Anti-Learning 5 understanding of how individuals monitor their behavior, little can be said about how evaluative processes are employed when transferring learnt skills to achieve unpracticed goals.For instance, the critical difference between the examples above is that, in the first case, training (i.e., control performance) and assessment (i.e., monitoring) are based on self-generated behavior; whereas, in the second, assessment is based on comparing self-and other-generated training behavior. These types of training procedures are often used in educational (Pintrich & De Groot, 1990;Pressley, & Ghatala, 1990;Zimmerman, 1990), clin...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Positive transfer and negative transfer/antilearning of problem-solving skills.

Osman¹

2008

Journal of Experimental Psychology: General

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“…2(3), September 2014 Studies have investigated the relationships among efficacy beliefs, related psychological constructs, and academic motivation and achievement. Findings also support Bandura's (1986) contention that efficacy beliefs mediate the effect of skills or other self-beliefs on subsequent performance by influencing effort, persistence, and perseverance (Bandura & Schunk 1981, Bouffard Bouchard 1990, Lent Brown & Larkin 1984, Schunk & Hanson 1985. Collins (1982) identified children of low, middle and high mathematics ability who had, within each ability level, either high or low mathematics self-efficacy.…”

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confidence: 52%

Some Predictors of Students’ Achievements in Senior Secondary School English Comprehension in Nigeria

Adekola¹

2014

IJLL

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The study examined the relative and combined contributions of the some determinants of students' achievement of Senior Secondary school English Comprehension in South western States. One thousand students were sampled. The Self Factor Scale (SFS), Home Factor Scale (HFS) and Teacher Factor Scale (TFS) were used to collect data, which was analyzed with stepwise multiple regression t-test statistical tool. The finding implied that the achievement of students in English language Comprehension could be predicted by the combination of students' Self, home and teacher factors. It was recommended that students should be allowed to think on their own and be left alone to work and teachers should perform their supervisory roles.

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“…According to Schwarzer, Mueller and Greenglass, these beliefs has related with optimistic behavior for being able to solve any varieties of challenging situation or task [7]. Self efficacy has been shown about the influence choice of whether to involve in a task, the effort that exposed to perform something and the persistence to accomplish something [8]. People with high or strong sense of efficacy are tending to more likely challenge themselves with difficult tasks and can motivate themselves intrinsically.…”

Section: Literature Reviewmentioning

confidence: 99%

Customer Satisfaction in Using e-Travel: The Role of Self Efficacy, Trust, and Use

Joshua¹,

Pujani²

2014

IJTEF

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Abstract-the purpose of today business is not only the national business, but also the international business through e-business concept in particular e-travel contexts. E-travel is a tourism activity that done automatically through electronic technology and can be accessed from anywhere via its websites. The current paper presents to develop the conceptual framework of e-travel adoption model. Self-efficacy, trust and actual use are identified as influencing factors of customer satisfaction on e-travel. In this study, e-travel users as the research object..This theoretical framework explains how selfefficacy, trust and actual use affect the customer satisfaction on e-travel. The finding of this theoretical framework is selfefficacy, trust and use give positive impact to customer satisfaction. The afterward research would exanimated empirically using a survey method which employing PLS as a SEM software of analysis technique.

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Influence of Self-Efficacy on Performance in a Cognitive Task

Cited by 314 publications

References 20 publications

Positive transfer and negative transfer/antilearning of problem-solving skills.

Positive transfer and negative transfer/antilearning of problem-solving skills.

Some Predictors of Students’ Achievements in Senior Secondary School English Comprehension in Nigeria

Customer Satisfaction in Using e-Travel: The Role of Self Efficacy, Trust, and Use

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