Abstract
Motivation is what we think we can do. According to the socio-cognitive approach, self-efficacy is one of the six most essential constituents of reason. This feeling encompasses all of the individual's beliefs about their abilities to implement the behaviors they deem helpful to achieve the desired results. The Sense of Perceived Personal Efficacy influences the choice of activities, performance, the expenditure of effort, persistence in the face of difficulties, positive or negative thoughts, and emotional reactions. These beliefs regulate human behavior according to four processes, primarily the affective process (coping principally). The Sense of Self-Efficacy is based on four factors: lived experience, vicarious experience, verbal persuasion, emotional or physiological states, and sources of information about the Sense of Self-Efficacy. This article summarizes research that revolves around the following questions: is there a link between feelings of Perceived Self-Efficacy and coping strategies; can we act on the student's motivation through his Sense of Perceived Self-Efficacy possibly modifiable by coping strategies?
Highlights
Motivation is what everyone thinks can do (Bandura, 1986)
This article summarizes research that revolves around the following questions: is there a link between Sense of Perceived Self-Efficacy and coping strategies; can we act on the student's motivation through his Sense of Self-Efficacy, possibly modifiable by IJHEP, Vol 2, No 1, 19-31 coping strategies? In the socio-cognitive approach, motivation is made up of the following elements: lived experience, vicarious experience, verbal persuasion, emotional and physiological state and, sources of information on the Sense of self- Efficacy
We correlated with seeing a linear relationship between SISPSE and coping strategies at the pre-test, that is to say, before training experimentation
Summary
Motivation is what everyone thinks can do (Bandura, 1986). One of its most important constituents is a Sense of Perceived Self-Efficacy. The Sense of Perceived Self-Efficacy (Bandura, 1989a) influences the choice of activities, performance (Earley, 1994), expenditure of effort, persistence in the face of difficulties, positive or negative thoughts, and emotional reactions These beliefs regulate human behavior (Schunk & Zimmerman, 2008) according to four processes (Bandura, 1993): the cognitive process (anticipatory thoughts), the motivational process (primarily cognition or forward-looking thoughts), the affective process (mainly coping), and the selective process (notably the feeling of being out), and Self-efficacy and choice of activities. This Sense of Self-Efficacy in learning is intimately linked to cognitive and self-regulatory abilities (Zimmerman, 1995b), such as time management and activity selection. This article summarizes research that revolves around the following questions: is there a link between Sense of Perceived Self-Efficacy and coping strategies; can we act on the student's motivation through his Sense of Self-Efficacy, possibly modifiable by Bouchkioua, 2021
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Higher Education Pedagogies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
