PERCEIVED SELF-EFFICACY IN COGNITIVE-DEVELOPMENT AND FUNCTIONING
PERCEIVED SELF-EFFICACY IN COGNITIVE-DEVELOPMENT AND FUNCTIONING
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DOI：
10.1207/s15326985ep2802_3
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发表时间：
1993-03-01
影响因子：
8.8
通讯作者：
BANDURA, A
中科院分区：
文献类型：
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作者：
BANDURA, A
在这篇文章中，我回顾了不同的方式，自我效能感有助于认知发展和功能。自我效能感通过四个主要过程对个体产生影响。它们包括认知、动机、情感和选择过程。自我效能感在三个不同的层次上对学业发展起着重要的作用。学生对自己调节学习和掌握学术活动的效能的信念决定了他们的愿望、动机水平和学术成就。教师在激励和促进学习的个人效能方面的信念影响他们创造的学习环境的类型和学生取得的学业进步的水平。教师的集体教学效能感对学校的学业成就有显著的影响。学生身体特征通过改变教师对集体效能的信念而不是通过直接影响学校成绩来更强烈地影响学校成绩。
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.