Optimism and realism: A review of self‐efficacy from a cross‐cultural perspective

Abstract

T his review critically examines much of the research investigating self-efficacy beliefs through cross-cultural comparisons. Two sets of cross-cultural comparison groups are examined: Asian (or immigrant Asian) versus Western, and Eastern European versus Western European and American groups. After an introduction to self-efficacy theory, some cross-cultural aspects of self and self-beliefs are discussed, and the cultural dimensions of individualism and collectivism are introduced. Analysis of the articles focuses on differences in levels of efficacy beliefs, calibration of beliefs with performance, methodological problems, and implications for practice. Almost all of the 20 studies reviewed found efficacy beliefs to be lower for non-Western cultural groups, but in some cases these lower beliefs were move predictive of subsequent functioning. There is some evidence that the mean efficacy beliefs of a cultural group are modified through immigration or political changes. For some non-Western groups, collective efficacy appears to operate in much the same way as selfefficacy operates for Western groups. Realistic-as opposed to optimistic--efficacy beliefs do not necessarily predict poor performance for all cultural groups, as has been suggested by self-efficacy theory. Only a minority of the studies included measurement of cultural dimensions such as individualism and collectivism, although most of the studies based conclusions on assumed cultural differences. In some cases, self-efficacy was poorly defined and bore little resemblance to theoretically derived definitions. Conclusions from this research have implications especially for applied settings in education and business: Efficacy beliefs and performance appear to be enhanced when training approaches are congruent with the individual's sense of self. Lower levels of selfefficacy beliefs found in some collectivist groups do not always signify lower subsequent performance, but are instead reflective of differing construals of self. C ette recension examine d'une maniere critique la plupart des recherches ktudiant les croyances d'efficacitk personnelle par des comparaisons transculturelles. Deux types de comparaison transculturelle sont examines: les groupes asiatiques (ou immigrants asiatiques) versus occidentaux et les groupes d'Europe de 1'Est versus americains. Suite a une introduction a la thkorie de l'efficacite personnelle, des aspects transculturels du soi et des croyances relikes au soi sont discutks et les dimensions culturelles de l'individualisme et du collectivisme sont introduites. L'analyse de ces articles est axee sur les differences dans les niveaux de croyances d'efficacitk, le calibrage des croyances avec la performance, les problemes mCthodologiques et les implications pour la pratique. Presque toutes les 20 etudes recensees ont trouve que les croyances d'efficacite sont plus faibles pour les groupes culturels non occidentaux, mais dans certains cas, ces croyances inferieures ktaient davantage predictives du fonctionnement subsequent. I1 exist...

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

“…The way most students learn is highly influenced by their native culture; these culturally-defined learning characteristics contrast markedly in students from countries with quite distinct cultures. For example, there is more in common with how British and American students learn than what we find when comparing British students with other Europeans, such as Spaniards or Italians (Klassen, 2004;Tweed & Lehman, 2002). There is a need to understand how teaching and learning processes modulate one another, depending on the individuals' approach to teaching or learning, respectively (Vermunt & Verloop, 1999).…”

Do Pre-service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-efficacy.

“…The countries were chosen, in part, to further investigate Klassen's (2004) finding regarding east-west cultural differences with respect to teaching self-efficacy. As this study examines teaching self-efficacy specific to inclusive education, an instrument which satisfied the main relevant areas germane to this approach was employed.…”

“…According to Bandura, self-efficacy beliefs are developed through experience. These include prior experiences of mastery of the task, social persuasion (where others tell an individual that they are good at something), identifying with another seen as competent in the area (called vicarious experiences), and the variable emotional and physiological state of the individual (Klassen, 2004).…”

Validación de la Escala de Autoeficacia General con adolescentes españoles

“…En los estudios realizados previamente con muestras de varias nacionalidades (Cid, Orellana, y Barriga, 2010;Klassen, 2004;Sanjuán et al, 2000;Scholz et al, 2002), esta escala ha mostrado una consistencia interna considerable (entre .79 y .93). En la versión española con universitarios (Sanjuán et al, 2000) se obtuvo una consistencia interna alfa de Cronbach de .87.…”