Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

Autor/inn/en	Usher, Ellen L.; Pajares, Frank
Titel	Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
Quelle	In: Review of Educational Research, 78 (2008) 4, S.751-796 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308321456
Schlagwörter	Self Efficacy; Academic Ability; Academic Achievement; Educational Research; Mastery Learning; Context Effect; Gender Differences; Ethnicity; Measures (Individuals); Construct Validity + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulleistung; Bildungsforschung; Pädagogische Forschung; Geschlechterkonflikt; Ethnizität; Messdaten
Abstract	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. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10