The relative importance of specific self‐efficacy sources in pretraining self‐efficacy beliefs

Abstract

Self‐efficacy is clearly important for learning. Research identifying the most important sources of self‐efficacy beliefs, however, has been somewhat limited to date in that different disciplines focus largely on different sources of self‐efficacy. Whereas education researchers focus on Bandura's original sources of enactive mastery, vicarious experience, verbal persuasion and negative emotional arousal, organizational researchers focus on learning, performance prove and performance avoid achievement goal orientations. To date, however, little research has examined the importance of a specific set of self‐efficacy sources after fully accounting for the influence of other sources. Data were obtained from 278 adult trainees who completed online Microsoft Excel training. Results suggest that once accounting for achievement goal orientation, Bandura's sources of vicarious experience and negative emotional arousal are still important contributors to pretraining self‐efficacy beliefs. As such, organizations seeking to maximize training effectiveness may wish to consider pretraining interventions simultaneously targeting achievement goal orientation, vicarious experience and negative emotional arousal.

Effects of Organizational Climates on the Self-Efficacy of Practitioners in Continuing Higher Education in Korea

“…The first source, experience of enactive personal mastery, in the case of CHE, is a practitioner's own past experience of successful task accomplishment. The second source, vicarious experiences (aka role modeling), associates with training intervention (Howardson & Behrend, ). According to Howardson and Behrend (), observing others successfully perform tasks increases efficacy beliefs by providing information about how to perform those tasks.…”

“…The second source, vicarious experiences (aka role modeling), associates with training intervention (Howardson & Behrend, ). According to Howardson and Behrend (), observing others successfully perform tasks increases efficacy beliefs by providing information about how to perform those tasks. Thus, CHE practitioners may feel able to perform a task simply by observing others similar to themselves successfully master challenging tasks.…”

“…Thus, CHE practitioners may feel able to perform a task simply by observing others similar to themselves successfully master challenging tasks. The third source of self‐efficacy, verbal persuasion, relates to a supportive climate (Howardson & Behrend, ). These would include team members or supervisors in CHE, who would reinforce practitioners' own abilities and thereby encourage them to successfully fulfill challenging tasks.…”

“…Considerable empirical research on training self‐efficacy supports the notion that training increases self‐efficacy and self‐efficacy predicts training outcomes (Bandura, ; Colquitt et al, ; Frayne & Latham, ; Gist, ; Saks, ; Tobin, Muller, & Turner, ). The second source of self‐efficacy (Bandura, ), vicarious experiences, presumably relates to training (Howardson & Behrend, ). When one can observe others who are similar to oneself successfully master challenging tasks during the training session, those others act as role models.…”

Pertalian Antara Pengalaman Masteri Dengan Efikasi Kendiri Guru: Regresi-Meta Kajian Keratan Lintang

“…Guru yang mempunyai efikasi yang tinggi sanggup menerima tugas yang mencabar, tekun melaksanakannya dan sabar dengan kerja-kerja yang banyak menelan masa dan membanting kudrat (Bandura, 1977;Salomon, 1984). Guru berefikasi tinggi menilai kejayaan atau kegagalan pelajar dari sudut tindak-tanduk pembelajaran dan pengajaran yang berada dalam liputan kawalannya (Guskey, 1988;Howardson & Behrend, 2015;Tschannen-Moran, Hoy, & Hoy, 1998). Maka tidak hairanlah apabila efikasi kendiri guru mampu menggerakkan pembelajaran dan pengajaran ke aras yang lebih tinggi.…”