Self-Efficacy, Anxiety, and Phobic Disorders

Williams, S. Lloyd

doi:10.1007/978-1-4419-6868-5_3

Cited by 85 publications

(61 citation statements)

References 79 publications

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“…In further studies, high self-efficacy beliefs were induced by verbal self-guidance (e.g., children who were markedly deficient in reading were first asked to study reading strategies and then requested to apply these strategies when reading; Schunk & Rice, 1993). In sum, these findings suggest that self-efficacy beliefs can be influenced by different kinds of interventions, whereby interventions with actual success experiences are most commonly used (Williams, 1995).…”

Section: How Self-efficacy Beliefs Are Strengthenedmentioning

confidence: 86%

“…In past research on self-efficacy, self-efficacy beliefs have been manipulated by various strategies devoid of behavioral training: e.g., anchoring (Cervone & Peake, 1986); observation (Bandura, Reese, & Adams, 1982); visualization (Bandura & Adams, 1977); imagination (Williams, 1995); and persuasion (Schunk, 1982). In the present study, we also tried to strengthen participants' self-efficacy beliefs without engaging participants in behavioral training.…”

Section: Discussionmentioning

confidence: 99%

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Boosting scholastic test scores by willpower: The role of implementation intentions

Bayer

Gollwitzer

2007

Self and Identity

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As both high self-efficacy beliefs (Bandura, 1997) and forming implementation intentions (Gollwitzer & Sheeran, 2006) are known to improve goal attainment, it is suggested that implementation intentions geared at strengthening self-efficacy should be a very helpful self-regulation strategy to achieve high scholastic test scores. In Study 1, female participants had to perform a math test either with the goal intention of solving as many problems as possible or with an additional selfefficacy strengthening implementation intention. In Study 2, male participants worked on an analytic reasoning test under either a mere achievement goal intention, an additional self-efficacy strengthening implementation intention, or an additional self-efficacy strengthening goal intention. In both studies, participants with self-efficacy strengthening implementation intentions outperformed the mere achievement goal intention participants. Moreover, Study 2 showed that additional self-efficacy strengthening goal intentions were not as effective as additional selfefficacy strengthening implementation intentions. The results are discussed in terms of their contribution to research on both self-efficacy and implementation intentions.Self-efficacy is defined as a personal judgment of one's ability to perform actions leading to desired outcomes (Bandura, 1997). Expectations of personal efficacy determine which goals people choose, whether they initiate the relevant actions, how much effort they will expend in doing so, and how long effort will be sustained in the face of adversity. People who have a low sense of self-efficacy are easily discouraged by failure, whereas those who feel able to perform critical goal-directed actions intensify their efforts when their performances fall short. By affecting people's acceptance of challenges, persistence despite setbacks, execution of complex cognitive strategies, and calmness versus anxiety in the face of threat, higher selfefficacy perceptions generally promote superior performance.Two decades of empirical research point to the positive relationship of selfefficacy and respective achievements in different domains (e.g

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Section: How Self-efficacy Beliefs Are Strengthenedmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Boosting scholastic test scores by willpower: The role of implementation intentions

Bayer

Gollwitzer

2007

Self and Identity

View full text Add to dashboard Cite

show abstract

“…to be predictive of anxiety symptoms over time and even of the development and maintenance of affective disorders [43][44]. Self-efficacy has also been indicated as an important predictor of treatment outcomes [45]. However, the role of self-efficacy in biofeedback is unclear.…”

Section: Deep Vrmentioning

confidence: 99%

Exploring the Role of Self-efficacy in Biofeedback Video Games

Weerdmeester

Rooij

Harris

et al. 2017

Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play

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Biofeedback training and game-based biofeedback are increasingly used to improve mental health. When evaluating the effects of biofeedback however, the focus often lies solely on therapeutic outcomes. Meanwhile, it is known that psychological factors such as perceptions of competence, also known as selfefficacy, can significantly influence one's experience and psychological wellbeing. The current paper examined the role of self-efficacy in the context of biofeedback video games. A pilot study was conducted with DEEP, a Virtual Reality video game that uses respiratory-based biofeedback to help individuals cope with stress and anxiety. Self-efficacy was found to be a significant predictor of physiological regulation, highlighting the importance of taking psychological factors such as self-efficacy into account in the development and evaluation of biofeedback games designed to improve mental wellbeing.

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“…In essence, self-efficacy theory indicates that promoting a personal belief that you can control an outcome and achieve a desired result is likely to also increase the effort expended to achieve the result and, as a consequence, the result realised, and thus to improve self-esteem in addition to improving the achievement of the learning outcome . There is evidence linking a lack of self-efficacy to depression Maddux and Meier, 1995) and anxiety (Lloyd Williams 1995). In a law school, the theory suggests that increasing the self-efficacy of students will not only increase the chances they will succeed, but will also reduce anxiety and promote wellness through improving self-esteem (McKinney 2002, pp.…”

Section: Self-efficacy Theorymentioning

confidence: 99%

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

Hewitt

Stubbs

2017

Research in Learning Technology

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Law students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a degree-wide structured online skills development programme as a means to both improve student skills acquisition and reduce student stress. The project implements, through the use of learning technology, the principles proposed by McKinney for making small changes to law school teaching, informed by self-efficacy theory, which can have powerful results.

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Self-Efficacy, Anxiety, and Phobic Disorders

Cited by 85 publications

References 79 publications

Boosting scholastic test scores by willpower: The role of implementation intentions

Boosting scholastic test scores by willpower: The role of implementation intentions

Exploring the Role of Self-efficacy in Biofeedback Video Games

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

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