Self-efficacy theory in education

Handbook of Motivation at School: Second Edition

Volumn , Issue , 2016, Pages 34-54

  Schunk, Dale H ^a   DiBenedetto, Maria K ^b  

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

^b Bishop McGuinness Catholic High School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84984637048     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315773384     Document Type: Chapter

References (101)

1. Aguayo, D., Herman, K., Ojeda, L., & Flores, L. Y. (2011). Culture predicts Mexican Americans' college self-efficacy and college performance. Journal of Diversity in Higher Education, 4, 79-89.
2. Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101-126.
3. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York, NY: Longman.
4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
6. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
7. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
8. Bandura, A., Adams, N. E., & Beyer, J. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Social Psychology, 35, 125-139.
9. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
10. Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14, 153-164.
11. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399.
12. Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., & Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102, 964-981.
13. 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.
14. Cattaneo, L. B., & Chapman, A. R. (2010). The process of empowerment: A model for use in research and practice. American Psychologist, 65, 646-659.
15. Chestnut, S. R., & Cullen, T. A. (2014). Effects of self-efficacy, emotional intelligence, and perceptions of future work environment on preservice teacher commitment. The Teacher Educator, 49, 116-132.
16. Cleary, T. J., & Zimmerman, B. J. (2001). Self-regulation differences during athletic practice by experts, non-experts, and novices. Journal of Applied Sport Psychology, 13, 61-82.
17. Cleary, T. J., & Zimmerman, B. J. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 237-257). New York, NY: Springer.
18. Collins, J. L. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the annual meeting of the American Educational Research Association, New York.
19. Covington, M. V. (2009). Self-worth theory: Retrospection and prospects. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 141-169). New York, NY: Routledge.
20. Dai, D. Y., & Rinn, A. N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here? Educational Psychology Review, 20, 283-317.
21. Davis-Kean, P. E., Huesmann, L. R., Jager, J., Collins, W. A., Bates, J. E., & Lansford, J. E. (2008). Changes in the relation of self-efficacy beliefs and behaviors across development. Child Development, 79, 1257-1269.
22. Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-107). Oxford, England: Oxford University Press.
23. DiBenedetto, M. K., & Zimmerman, B. J. (2010). Differences in self-regulatory processes among students studying science: A microanalytic investigation. Journal of Educational and Psychological Assessment, 5(1), 2-24.
24. Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106, 569-583,
25. Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102, 729-740.
26. Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). New York, NY: Springer.
27. Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2010). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102, 102-114.
28. Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hillsdale, NJ: Erlbaum.
29. 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.
30. Graham, S., & Williams, C. (2009). An attributional approach to motivation in school. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 11-33). New York, NY: Routledge.
31. Greene, J. A., Robertson, J., & Costa, L-J. C. (2011). Assessing self-regulated learning using think-aloud protocols. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313-328). New York, NY: Routledge.
32. Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 127-150.
33. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105, 774-786.
34. Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103, 649-663.
35. Kim, U., & Park, Y. S. (2006). Factors influencing academic achievement in collectivist societies: The role of self-, relational, and social efficacy. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 267-286). Greenwich, CT: Information Age Publishing.
36. Kindermann, T. A. (2007). Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78, 1186-1203.
37. Klassen, R. M. (2004a). A cross-cultural investigation of the efficacy beliefs of south Asian immigrant and Anglo Canadian nonimmigrant early adolescents. Journal of Educational Psychology, 96, 731-742.
38. Klassen, R. M. (2004b). Optimism and realism: A review of self-efficacy from a cross-cultural perspective. International Journal of Psychology, 39, 205-230.
39. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756.
40. Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21-43.
41. Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in crosscultural context. The Journal of Experimental Education, 78, 464-486.
42. Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-196.
43. Marsh, H. W., & Hau, K. (2003). The big-fish-little-pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 58, 364-376.
44. McInerney, D. M. (2008). The motivational role of cultural differences and cultural identify 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, NY: Taylor & Francis.
45. McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 442-464). New York, NY: Routledge.
46. McPherson, G. E., & Renwick, J. M. (2011). Self-regulation and mastery of musical skills. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 234-248). New York, NY: Routledge.
47. Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
48. Moos, D. C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy. Review of Educational Research, 79, 576-600.
49. 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.
50. Oettingen, G., & Zosuls, C. (2006). Self-efficacy of adolescents across culture. In F. Pajares & T. Urdan (Eds.), Selfefficacy beliefs of adolescents (pp. 245-266). Greenwich, CT: Information Age Publishing.
51. Pajares, F. (1996a). Role of self-efficacy beliefs in the mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21, 325-344.
52. Pajares, F. (1996b). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578.
53. 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.
54. Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339-367). Greenwich, CT: Information Age Publishing.
55. Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 111-139). New York, NY: Taylor & Francis.
56. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
57. Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
58. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. J. Riding & S. G. Rayner (Eds.), Self-perception (pp. 239-265). Westport, CT: Ablex.
59. Pajares, F., & Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 3-21). San Diego, CA: Academic Press.
60. Patall, E. A. (2012). The motivational complexity of choosing: A review of theory and research. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 248-279). Oxford, England: Oxford University Press.
61. Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
62. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
63. Pomerantz, E. M., Cheung, C. S., & Qin, L. (2012). Relatedness between children and parents: Implications for motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 335-349). Oxford, England: Oxford University Press.
64. Raftery, J. N., Grolnick, W. S., & Flamm, E. S. (2012). Families as facilitators of student engagement: Toward a homeschool partnership model. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 343-364). New York, NY: Springer.
65. Relich, J. D., Debus, R. L., & Walker, R. (1986). The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes. Contemporary Educational Psychology, 11, 195-216.
66. Rumberger, R. W. (2010). Dropping out of school. Cambridge, MA: Harvard University Press.
67. Rumberger, R. W. (2011). Dropping out: Why students quit school and what can be done about it. Cambridge, MA: Harvard University Press.
68. Rumberger, R. W., & Rotermund, S. (2012). The relationship between engagement and high school dropout. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 491-513). New York, NY: Springer.
69. Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. E. Jacobs (Ed.), Nebraska Symposium on Motivation 1992 (pp. 1-56). Lincoln, NE: University of Nebraska Press.
70. Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
71. Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol. 1: Theories, constructs, and critical issues (pp. 101-123). Washington, DC: American Psychological Association.
72. Schunk, D. H., & DiBenedetto, M. K. (2014). Academic self-efficacy. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 115-130). New York, NY: Routledge.
73. 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.
74. Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. Journal of Educational Research, 79, 238-244.
75. Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares & T. Urdan (Eds.), Selfefficacy beliefs of adolescents (pp. 71-96). Greenwich, CT: Information Age Publishing.
76. 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, NY: Routledge.
77. Schunk, D. H., & Usher, E. L. (2011). Assessing self-efficacy for self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 282-297). New York, NY: Routledge.
78. Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13-27). New York, NY: Oxford University Press.
79. 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.
80. Seaton, M., Marsh, H. W., & Craven, R. G. (2010). Big-fish-little-pond effect: Generalizability and moderation-two sides of the same coin. American Educational Research Journal, 47, 390-433.
81. Shavelson, R., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
82. Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
83. Smith, R. E. (1989). Effects of coping skills training on generalized self-efficacy and locus of control. Journal of Personality and Social Psychology, 56, 228-233.
84. Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performances: A meta-analysis. Psychological Bulletin, 124, 240-261.
85. Steinberg, L., Brown, B. B., & Dornbusch, S. M. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York, NY: Simon & Schuster.
86. Usher, E. L. (2009). Sources of middle school students' self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 46, 275-314.
87. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78, 751-796.
88. Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 279-296). New York, NY: Guilford Press.
89. Wentzel, K. R., Russell, S., & Baker, S. (2014). Peer relationships and positive adjustment at school. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 260-277). New York, NY: Routledge.
90. Wigfield, A., Cambria, J., & Eccles, J. S. (2012). Motivation in education. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 463-478). Oxford, England: Oxford University Press.
91. 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.
92. Wigfield, A., Klauda, S. L., & Cambria, J. (2011). Influences on the development of academic self-regulatory processes. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 33-48). New York, NY: Routledge.
93. Williams, T., & Williams, K. (2010). Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations. Journal of Educational Psychology, 102, 453-466.
94. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego, CA: Academic Press.
95. Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
96. Wolters, C. A., & Taylor, D. J. (2012). A self-regulated learning perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 635-651). New York, NY: Springer.
97. Woolfolk Hoy, A. E., Hoy, W. K., & Davis, H. A. (2009). Teachers' self-efficacy beliefs. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 627-653). New York, NY: Routledge.
98. 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.
99. Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49-64). New York, NY: Routledge.
100. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course achievement. American Educational Research Journal, 31, 845-862.
101. Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, 29-36.