Social Cognitive Theory and Motivation

The Oxford Handbook of Human Motivation

Volumn , Issue , 2012, Pages

  Schunk, Dale H ^a   Usher, Ellen L ^b  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

Author keywords

Goals; Outcome expectations; Self efficacy; Self evaluations of progress; Self regulatory processes; Social cognitive theory; Social comparisons; Symbolic processes; Values; Vicarious processes

Indexed keywords

EID: 84884339127     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/oxfordhb/9780195399820.013.0002     Document Type: Chapter

References (59)

1. Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affects: Influences on student motivation. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 369-389). Mahwah, NJ:Erlbaum.
2. Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston.
3. Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
4. Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
7. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
8. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
9. Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329-345.
10. Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2002). Observational learning and the effects of modelobserver similarity. Journal of Educational Psychology, 94, 405-415.
11. Brown, S. D., & Lent, R. W. (2006). Preparing adolescents to make career decisions: A social cognitive perspective. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-efficacy beliefs of adolescents (pp. 201-223). Greenwich, CT: Information Age Publishing.
12. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821-832.
13. Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100, 525-534.
14. Carroll, W. R., & Bandura, A. (1982). The role of visual monitoring in observational learning of action patterns:Making the unobservable observable. Journal of Motor Behavior, 14, 153-167.
15. Chartrand, T. L., & Bargh, J. A. (1999). The Chameleon Effect: The perception-behavior link and social interaction. Journal of Personality and Social Psychology, 76, 893-910.
16. Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: Guilford Press.
17. Evans, R. I. (1989). Albert Bandura: The man and his ideas-a dialogue. New York: Praeger.
18. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
19. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
20. Guay, F., Boivin, M., & Hodges, E. V. E. (1999). Social comparison processes and academic achievement: The dependence of the development of self-evaluations on friends' performance. Journal of Educational Psychology, 91, 564-568.
21. Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 137-150.
22. James, W. (1905). Varieties of religious experience. New York: Longmans, Green, and Co.
23. Klassen, R. M. (2004). A cross-cultural investigation of the efficacy beliefs of South Asian immigrant and Anglo nonimmigrant early adolescents. Journal of Educational Psychology, 96, 731-742.
24. Klassen, R. M., & Krawchuk, L. L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47, 101-120.
25. Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and achievement: Vol. 16A. The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1-33). Bingley, UK: Emerald Publishing Group.
26. Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78, 464-486.
27. Licht, B. G., & Kistner, J. A. (1986). Motivational problems of learning-disabled children: Individual differences and their implications for treatment. In J. K. Torgesen & B. W. L. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 225-255). Orlando: Academic Press.
28. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35- year odyssey. American Psychologist, 57, 705-717.
29. Matlin, M. W. (2009). Cognition (7th ed.). Hoboken, NJ: Wiley.
30. McInerney, D. M. (2008). The motivational roles of cultural differences and cultural identity in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 369-400). New York: Taylor & Francis.
31. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A metaanalytic investigation. Journal of Counseling Psychology, 38, 30-38.
32. Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578.
33. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.
34. Pajares, F. (2006). Self-efficacy beliefs during adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age Publishing.
35. Pajares, F. (2007). Culturalizing educational psychology. In F. Salili & R. Hoosain (Eds.), Culture, motivation, and learning (pp. 19-42). Charlotte, NC: Information Age.
36. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
37. Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
38. Schunk, D. H. (1983a). Developing children's self-efficacy and skills: The roles of social comparative information and goal setting. Contemporary Educational Psychology, 8, 76-86.
39. Schunk, D. H. (1983b). Goal difficulty and attainment information: Effects on children's achievement behaviors. Human Learning, 2, 107-117.
40. Schunk, D. H. (1987). Peer models and children's behavioral change. Review of Educational Research, 57, 149-174.
41. Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359-382
42. Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and selfevaluative influences. Journal of Educational Psychology, 91, 251-260.
43. Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA:Academic Press.
44. Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
45. Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Press.
46. Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35-53). New York: Routledge.
47. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.
48. Schunk, D. H., & Zimmerman, B. J. (2006). Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 349-367). Mahwah, NJ:Erlbaum.
49. Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
50. Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performances: A meta-analysis. Psychological Bulletin, 124, 240-261.
51. Usher, E. L. (2009). Sources of middle school students' self-efficacy in mathematics: A qualitative investigation of student, teacher, and parent perspectives. American Educational Research Journal, 46, 275-314.
52. Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
53. Usher, E. L., & Pajares, F. (2008a). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463.
54. Usher, E. L., & Pajares, F. (2008b). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78, 751-796.
55. Wheeler, L., & Suls, J. (2005). Social comparison and self-evaluations of competence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 566-578). New York: Guilford Press.
56. Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91-120). San Diego, CA: Academic Press.
57. Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 165-198). Greenwich, CT: Information Age Publishing.
58. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
59. Zimmerman, B. J., & Cleary, T. J. (2009). Motives to self-regulate learning: A social cognitive account. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 247-264). New York: Routledge.