Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
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DOI：
10.3102/0034654308321456
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发表时间：
2008-12
影响因子：
11.2
通讯作者：
E. Usher;Frank Pajares
中科院分区：
文献类型：
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作者：
E. Usher;Frank Pajares
本次审查的目的有三个。首先，描述和解释了 A. Bandura (1986) 提出的自我效能信念的理论来源，包括通常如何评估和分析它们。其次，对学术背景下这些来源的调查结果进行审查和批评，并确定当前研究和来源概念化中的问题和疏忽。尽管掌握经验通常是自我效能感最有影响力的来源，但这些来源的强度和影响力因性别、种族、学术能力和学术领域等背景因素而异。最后，提出建议以帮助指导研究人员调查学术背景下自我效能信念形成的心理机制。
The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.