An empirical ranking of the importance of the sources of self-efficacy for physical activity

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.Key WordsSources of Self-efficacy, Self-efficacy Belief, Secondary School, Academic Achievement, SES, Learning Style, Gender.One of the affective characteristics of students that mediate their cognitive and psychomotor learning processes is self-efficacy belief. Self-efficacy is the belief that individuals can control their behavior in attaining the goals that they set for themselves (Bandura, 1997).Bandura (1994) contended that four factors increase self-efficacy. Mastery experiences is past performances of students and the factor that provides the most realistic information to individuals on being able to deal with new encountered situations. While students' successful performances increase their self-efficacy beliefs, the unsuccessful performances decrease their self-efficacy beliefs. Vicarious experience is observation of students their classmates. While students' observation of their friends' successful performances increases their self-efficacy belief; observation of their failures causes them to think that they are going to be unsuccessful. According to social learning theory, students who observe models are expected to acquire their emotions. In this respect, their friends' low or high self-efficacy beliefs affect students' self-efficacy beliefs as well. Social persuasion is to inform students explicitly that they can achieve the tasks assigned by their social environment. Emotional state is perceived class environment. While class environments where students do not feel comfortable decrease their self-efficacy belief, class environments that are collaborative and support learning increase students' self-efficacy belief (Bandura, 1994).The purpose of this study was to investigate the relationship between students' opinions about the sources of their self-efficacy beliefs and their gender, academic achievement, the grade level, SES, and their learning styles. It is necessary that we know the factors that increase self-efficacy belief to regulate educational setting accordingly. The factors affecting self-efficacy belief can vary among individuals. Identification of the most effective factors that have effects on the self-efficacy belief of students is important for teachers to organize instructional activities. So, teachers can behave to students accordingly for increasing their self-efficacy. In below, it was examined relationship between self-efficacy and academic achievement, gender, SES and learning style.Academic AchievementOne of the learning outcomes is the academic achievement. Academic achievement and self-efficacy reciprocally effect each other. Self-efficacy is an important predictor of academic achievement (Multon, Brown, & Lent, 1991). Likewise, academic achievement (enactive mastery experience) is the most powerful source of self-efficacy (Arslan, 2012; Bandura, 1997; Britner & Pajares, 2006; Hampton, 1998; Usher & Pajares, 2006b). The relationship between gender differences and the sources of self-efficacy have been examined in many studies. While it was found there wasn't relationship gender and the sources of self-efficacy. …

The purpose of this study was to reveal final year preservice science teachers’ sources of science teaching self-efficacy beliefs. Research on the sources of preservice teachers’ self-efficacy beliefs is a promising field of research. However, the number of studies examining the sources of preservice teachers’ teaching self-efficacy in a special domain of teaching is limited. Two hundred thirty-eight final-year preservice science teachers constituted the sample of the current study. Data were gathered through two measures assessing final year preservice science teachers’ science teaching self-efficacy beliefs in classroom management, student engagement, and instructional strategies, and sources of these beliefs. Regression analyses showed that mastery experiences were the primary source of self-efficacy for classroom management, student engagement, and instructional strategies, followed by verbal persuasions. While emotional states were the only negative predictor of final year preservice science teachers’ self-efficacy beliefs in science teaching in three dimensions, vicarious experiences were not found as a significant predictor for any dimension of self-efficacy beliefs. Teacher preparation programs are advised to pay more attention to teaching practice and micro-teaching courses and provide experienced mentor teacher models to preservice science teachers. Findings are discussed.

Self-efficacy resources program for behavior changes

Objectives The purposes of the present study was to examine the levels of middle school students' English self-efficacy, and to investigate the relationships between four sources of self-efficacy(mastery experience, vicarious experience, social persuasion, physiological states) proposed by Bandura(1997) with Engish self-efficacy Methods The participants in this study were 285 middle school students from four different schools in Kyungnam province. Questionnaire was used to collect the data. The data were analyzed by using descriptive statistics, t-test, ANOVA. In order to examine how well the sources of self-efficacy would predict students' English self-efficacy, regression analysis was conducted. Results The results showed that the participants were in the level of moderate self-efficacy in learning English. There was no significant difference in the level of English self-efficacy with respect to gender and years of school. The sources of self-efficacy did not change depending on gender. Among four sources of self-efficacy, only phyological states signficantly changed depending on grade levels. All four self-efficacy sources were significantly correlated with the participants' English self-efficacy. Effects were strongest for mastery experience(β=.515), the second strongest for social persuasion(β=.305). Vicarious experience(β=.101) and physiological states(β=-.064) had relatively weaker effects. Conclusions The results indicated that the important sources of students' English self-efficacy were mastery experience and social persuasion. It means that mastery experience and social persuasion significanty predict students' English self-efficacy. More importantly, mastery experience was found to be the main predictor for English self-efficacy of students. Unlike the previous studies, social persuasion exceeded vicarious experience and physiological states in influencing the students' English self-efficacy. Results of the finidnings suggest the importance of teachers' roles in enhancing students' English self-efficacy.

In social-cognitive theory, it is hypothesized that mastery experiences (successfully implementing behaviour change) are a source of self-efficacy, and self-efficacy increases the opportunity for experiencing mastery. Vicarious experiences (seeing others succeed) are suggested as another source of self-efficacy. However, the hypothesis of this reciprocal relationship has not been tested using a day-to-day design. This article reports findings from two intensive longitudinal studies, testing the reciprocal relationship of self-efficacy and its two main sources within the naturally occurring process of quitting smoking (without intervention). Smokers (Study 1: N=100 smokers in smoker-non-smoker couples (1,787 observations); Study 2; N=81 female (1,401 observations) and N=79 male smokers (1,328 observations) in dual-smoker couples) reported their mastery experiences (not smoking the entire day; in Study 2, mastery experience of partner served as vicarious experience) and smoking-specific self-efficacy for 21days after a self-set quit date. Time-lagged multilevel analyses were conducted using change-predicting-change models. Increases in mastery experiences predicted changes in self-efficacy, and increases in self-efficacy predicted changes in mastery experiences in Study 1. Study 2 replicated these results and showed contagion effects (partners' mastery on individuals' mastery and partners' self-efficacy on individuals' self-efficacy), but found no evidence for a link between vicarious experiences (partners' mastery experiences) and individuals' self-efficacy. This article demonstrates that mastery experiences and self-efficacy show a reciprocal relationship within smokers during a quit attempt in a day-to-day design, as well as contagion effects in couples when both partners try to quit simultaneously. Statement of Contribution What is already known on this subject? Self-efficacy is one of the strongest correlates of quitting smoking. Despite the assumptions on how self-efficacy is built formulated by Bandura two decades ago, there is only little empirical evidence on the origins of self-efficacy. The open research questions for these two studies were whether mastery experiences (experiencing success with the new behavior) and vicarious experiences (seeing others succeed) facilitate the smoking cessation process, whether mastery experiences and self-efficacy affect one another reciprocally and whether intimate partners serve as role models for each other. What does this study add? Mastery experiences and self-efficacy are mutually depended on a day-to-day basis within the smoking cessation process. Effects of mastery experiences fade rapidly, indicating that constant successes are needed to keep up self-efficacy. Dual-smoker couples show similar changes in a contagious way - if mastery experiences increase in one person, mastery experiences increase in the partner; if self-efficacy increases in one person, self-efficacy increases in the partner, too. No support for vicarious experiences (mastery experiences in one person affecting self-efficacy in the partner and vice versa) as sources of self-efficacy in the quitting process was found.

This study investigates the theorized sources of Academic Self-Efficacy among the higher secondary school students of Kerala, India. Mastery Experience in the form of Academic Achievement, vicarious experience in the form of School Image and Social Persuasion in the form of Parental Encouragement are included as the predictor variables of Academic Self-Efficacy. Participants in the present study were 700 higher secondary school students of Kerala, selected using stratified random sampling. The findings of the study confirm the theorized correlation of Academic Self-Efficacy with previous achievement, vicarious experience (school image) and persuasory information (parental encouragement). In the total sample, the percent of variance in Academic Self-Efficacy that is predictable by the three-predictor variables is nearly one quarter (23.83 %). School Image is the best contributing variable (9.42 %) followed by Mastery Experience (8.67 %) and then by Parental Encouragement (5.74 %). The findings shows that apart from cultural differences, locale and gender difference also exist in sources of Academic Self-Efficacy. The superiority of School Image over Mastery Experience in predicting Academic Self-Efficacy is different from that found in the West, theoretically and empirically. In India, self-efficacy beliefs of youngsters continue to depend more on social and domestic factors than personal experience and mastery.

Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis

My language ability could have been better or worse: Examining how upward and downward counterfactual thinking predict self-efficacy and language performance

Teacher's self-efficacy is the judgment that teachers make about their own ability and skills in teaching, even in unfavorable conditions. A teacher's sense of efficacy can be influenced by four sources of information: mastery experience, vicarious experience, verbal or social persuasion, and emotional and physiological factors. This study aims to characterize basic education teachers, considering the indexes of the self-efficacy sources, sociodemographic aspects (like age, sex and education level of teachers), and teaching activity (working time and period of time). A total of 495 basic education teachers, who work in a private confessional network of schools in the states of Pará, Maranhão and Amapá (Brazil) participated in this study, from January to July 2014. As data collection, researchers used the Participant Characterization Survey (Questionário de Caracterização do Participante) and the Teacher Self-Efficacy Sources Scale (Escala de Fontes de Autoeficácia de Docentes). The statistical techniques used were factorial analysis and correspondence analysis. The results indicated that there was a significant association among the four sources of self-efficacy. There was a correlation between verbal persuasion and length of service and function. From the sociodemographic characteristics investigated, only age has been correlated to emotional and physiological factors. There was no association between age and the others sources.

This chapter exemplifies the interplay between policy reforms and teachers’ responses in pedagogical practices through the perspective of postcolonial Hong Kong. I first consider, from a historical and cultural perspective, the policy reforms that have impacted early childhood education in Hong Kong. Next, I discuss the challenges to the pursuit of high-quality music education in early childhood. Finally, I critically examine early childhood teachers’ beliefs in music education, as well as sources of self-efficacy for teaching music based on Bandura’s theory of sources of self-efficacy. Data were drawn from questionnaires and in-depth interviews with early childhood teachers. Both the level and sources of teacher self-efficacy (e.g., enactive mastery experience, verbal persuasion, vicarious experiences, and physiological and affective states) were examined. Aligning with Bandura’s social cognitive theory, each of the four sources of self-efficacy contributed to the development of teacher self-efficacy regarding music in relation to policy reforms in education.KeywordsPostcolonial educationPolicy reformMusic pedagogy Self-efficacy sources Childhood music Play-based learning

While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning.

This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.

In school settings, sources of self-efficacy have the potential to directly and indirectly influence performance. The problem of this study is the direct relationship between sources of self-efficacy and achievement. In connection with this problem, the impact of sources of mathematics self-efficacy on high school senior students’ mathematics test and course achievement was investigated. The study consisted of 257 12th-grade high school students. The findings of the study showed that mathematics course and test performance increased, whereas the scores for mastery experience, social persuasions, vicarious experience, and physiological state increased, too. According to the results of the regression analysis on mathematics course achievement, the mastery experience significantly predicted mathematics course performance. It also explained 56% of the total variance in mathematics achievement. On the contrary, mastery experience, social persuasions, and physiological state significantly predicted mathematics test achievement, as well as explained 27% of the total variance in mathematics test achievement. In conclusion, sources of mathematics self-efficacy have effects on both mathematics test and course achievement.

Self-efficacy has been shown to influence student engagement, effort and performance as well as course selection and future career choice. Extending our knowledge regarding the development of self-efficacy has important implications for educators and for those concerned about the international uptake of science careers. Previous research has identified four sources that may contribute towards self-efficacy: mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. Very little research has been conducted within the school environment that looks at the formation of these sources and yet early school experiences have been posited to be a key factor in girls’ lack of engagement in post compulsory science education. This paper investigates children’s self-efficacy beliefs in science and reports on findings from mixed method research conducted with 182 children aged between 10 and 12 years. Classroom data were collected through focus groups, individual interviews and surveys. Findings revealed that although girls and boys held similar levels of academic performance in science, many girls underestimated their capability. The four sources of self-efficacy identified by Bandura (1997) plus self-regulation as an additional source, were evident in the children’s descriptions, with boys being more influenced by mastery experience and girls by a combination of vicarious experience and physiological/affective states. Girl’s appraisal of information appeared to operate through a heuristic process whereby girls disregarded salient information such as teacher feedback in favour of reliance on social comparison. Contextual factors were identified. Implications for science teachers are discussed.

The manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students.