Albert Bandura Quotes
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When experience contradicts firmly held judgments of self-efficacy, people may not change their beliefs about themselves if the conditions of performance are such as to lead them to discount the import of the experience.
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To the extent that children with similar characteristics achieve comparable performance levels, using the performances of similar peers is likely to yield more accurate self-appraisal than using the accomplishments of dissimilar peers.
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People who are burdened by acute misgivings about their coping capabilities suffer much distress and expend much effort in defensive action . . . they cannot get themselves to do things they find subjectively threatening even though they are objectively safe. They may even shun easily manageable activities because they see them as leading to more threatening events over which they will be unable to exercise adequate control.
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People regulate their level and distribution of effort in accordance with the effects they expect their actions to have. As a result, their behavior is better predicted from their beliefs than from the actual consequences of their actions.
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How children learn to use diverse sources of efficacy information in developing a stable and accurate sense of personal efficacy is a matter of considerable interest.
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Gaining insight into one's underlying motives, it seems, is more like a belief conversion than a self-discovery process.
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There are countless studies on the negative spillover of job pressures on family life, but few on how job satisfaction enhances the quality of family life.
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The human condition is better improved by altering detrimental circumstances and personal perspectives than by trying to alter personal outlooks, while ignoring the very circumstances that serve to nourish them.
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The evaluative habits developed in sibling interactions undoubtedly affect the salience and choice of comparative referents in self-ability evaluations in later life.
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If self-efficacy is lacking, people tend to behave ineffectually, even though they know what to do.
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Such knowledge is probably gained in several ways. One process undoubtedly operates through social comparison of success and failure experiences. Children repeatedly observe their own behavior and the attainments of others.
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People who are insecure about themselves will avoid social comparisons that are potentially threatening to their self-esteem.
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Ironically, it is the talented who have high aspirations, which are possible but exceedingly difficult to realize, who are especially vulnerable to self-dissatisfaction despite notable achievements.
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People's conceptions about themselves and the nature of things are developed and verified through four different processes: direct experience of the effects produced by their actions, vicarious experience of the effects produced by somebody else's actions, judgments voiced by others, and derivation of further knowledge from what they already know by using rules of inference.
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Reasonably accurate appraisal of one's own capabilities is, therefore, of considerable value in successful functioning. Large misjudgments of personal efficacy in either direction have consequences. People who grossly overestimate their capabilities undertake activities that are clearly beyond their reach. As a result, they get themselves into considerable difficulties, undermine their credibility, and suffer needless failures. Some of the missteps, of course, can produce serious, irreparable harm.
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Because of such conjointedness, behavior that exerts no effect whatsoever on outcomes is developed and consistently performed.
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In order to succeed, people need a sense of self-efficacy, struggle together with resilience to meet the inevitable obstacles and inequities of life.
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People who hold a low view of themselves [will credit] their achievements to external factors, rather than to their own capabilities.
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Self-efficacy beliefs differ from outcome expectations, judgments of the likely consequence [that] behavior will produce.
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Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.
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People infer high self-efficacy from successes achieved through minimal effort on difficult tasks, but they infer low self-efficacy if they had to work hard under favorable conditions to master relatively easy tasks.
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Self-doubt creates the impetus for learning but hinders adept use of previously established skills.
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It is widely assumed that beliefs in personal determination of outcomes create a sense of efficacy and power, whereas beliefs that outcomes occur regardless of what one does result in apathy.
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Students judge how well they might do in a chemistry course from knowing how peers, who performed comparably to them in physics, fared in chemistry.