The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index; 1 of the 22 sources its claims cite were checked for support.
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Open accessAbstract
This experiment tested whether proximal goal setting could cultivate competencies, self-percepts of efficacy, and intrinsic interest.
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Claims the paper makes
71 Own result · 31 No basis given · 21 Own interpretation · 10 Own method · 4 Not checked yet · 3 Sources not found · 2 No full text of the sources · 1 Supported so far
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“intrinsic interest in arithmetic activities that initially held little attraction for them”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“developed a sense of personal efficacy”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“The children's substantial quantitative deficiencies were further confirmed by standardized measures of their mathematical ability obtained from the school district on three subtests of the Metropolitan Achievement Test (Durost, Bixler, Wrightstone, Prescott, & Balow, 1970).They occupied the bottom percentile ranks in computation (22), concepts (27), and problem solving (22).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
What the sources say
- Not matchedcites Durost, Bixler, Wrightstone, Prescott, & Balow, 1970
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Distal goals had no demonstrable effects.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was positively related to accuracy of mathematical performance”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Pilot work in the development of the test procedures revealed that children who do not fully comprehend subtraction operations fail to grasp the nature of their deficiency because they faithfully apply an erroneous algorithm.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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- Rests on an assumption: The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“achieved substantial mastery of mathematical operations”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was accompanied by high-performance attainments and perseverence under conditions in which such a relationship would be expected to obtain.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 26
- The quote only partly states this claim. 1
- Probably not a substantial claim. 13
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Self-percepts of efficacy can affect people's choice of activities, how much effort they expend, and how long they will persist in the face of difficulties (Bandura, 1977a;Brown & Inouye, 1978;Schunk, 1981).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
What the sources say
- Not matchedcites Bandura, 1977a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Brown & Inouye, 1978 source
- Supportedcites Schunk, 1981 source
The article text following the Abstract states that perceived self-efficacy influences choice of activities, effort expenditure, and persistence in the face of difficulties. This directly supports the attributed paraphrase. (LLM, conf=0.95)
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Under proximal subgoals, children progressed rapidly in self-directed learning”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The selected sample of children indeed exhibited gross deficits; one third could not solve a single problem, and another third could only solve one.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Contrasts between the means of the different treatment conditions show the children in the proximal condition to be much more skilled than those in the distal (p < .01),no-goals (p < .01),or control (p < .01),conditions.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“whereas the controls, who solved only 5% of the problems in pretest and only 8% in posttest, remained grossly deficient in this regard.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In most instances the children erred by overestimating their capabilities.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Congruence Between Self-Efficacy Judgment and Performance
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Those who had the benefit of proximal subgoals substantially increased their perceived self-efficacy and exhibited even further gains following the performance posttest.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, children in the other conditions generally expressed self-doubts concerning their capabilities and showed little spontaneous interest in solving arithmetic problems.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Standardized measures of mathematical competence, based on the Metropolitan Achievement Test, did not predict rate of skill acquisition or degree of self-efficacy enhancement.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Analyses of intragroup changes presented in Table 1 show that the increased perseverence of the proximally self-motivated children and the diminished effort of the controls are highly significant.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although interest was positively related to self-percepts of efficacy derived from performance attainments in treatment, it was uncorrelated with the performance attainments themselves.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children oriented toward distal goals displayed a moderate increase in selfefficacy but a small decline after the posttest.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Multiple comparisons among groups in the posttest assessment disclose that children in each of the treatment conditions, although not differing from each other, were all significantly more persevering than were the controls (Table 1).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in all groups performed a comparable number of digit-symbol items and did not differ in this respect (F = 0.77).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The more competent children were at mathematical computation, r(38) = .42,p < .01,and problem solving, r(38) = .58,p < .001, the more subtraction problems they completed in the free-choice situation.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By the end of the four sessions, the percentage of the total instructional material completed was 74% in the proximal condition, 55% in the distal condition, and 53% in the condition involving no goals.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Progress in Self-Directed Learning
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indeed, 90% of the children who developed their arithmetic skill through the aid of proximal subgoals performed subtraction problems under the free-choice conditions; whereas only about 40% of the children in the other groups did so.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Analysis of persistence on the easy arithmetic items revealed no differences except for the controls, who were significantly less persevering (-31%) when tested again.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
plain- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: Children who gain high self-efficacy through skill acquisition solve problems readily and therefore need not spend much time on them.
- Rests on an assumption: An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Table 1 shows that in accurateness of self-appraisal, the proximally self-motivated children exceed other experimental groups, which do not differ significantly from each other.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Congruence Between Self-Efficacy Judgment and Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in the distal condition also exceeded the controls in self-efficacy, but they did not differ significantly from those who set no goals for themselves.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both instructional performance, r(28) = .33,p < .05,and strength of self-efficacy, r(38) = .42,p < .01,were moderately related to the children's facility in using subtractive operations.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“but both groups outperformed the controls.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inspection of Table 1 shows that children in the proximal subgoal condition exceeded all three comparison groups, which did not differ from each other.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Correlation of the latter measures shows that variations in mean strength of self-efficacy covaried with interest in the control and the no-goals conditions, r(18) = .39,p < .05,but not in the goal-setting treatments.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Most of the activities that people enjoy doing for their own sake originally had little or no interest for them.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The instructions, format, and materials for the self-directed study were identical across treatment conditions except for variations in goal setting.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Treatment Conditions
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Under conditions in which external imperatives are minimal and discontinuous, people must partly serve as agents of their own motivation and action.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“By having children in different treatments pursue separately the self-directed learning in the same setting at the same time, social and situational factors that might otherwise vary were comparable across treatment conditions.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Procedure for Self-Directed Learning
hedged- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Although results are somewhat variable, the usual finding is that rewards given regardless of quality of performance tend to reduce interest, whereas rewards for performances signifying competence sustain high interest (Boggiano & Ruble, 1979;Enzle & Ross, 1978;Lepper & Greene, 1979;Ross, 1976).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
What the sources say
hedgeddirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Children were assigned randomly to one of three treatment conditions or to a nontreated control group.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Treatment Conditions
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To control for any possible bias, the testers had no knowledge of the conditions to which the children had been assigned.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Posttreatment Assessment
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Operative competence thus requires flexible orchestration of multiple subskills.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Both forms were administered in a counterbalanced order to a sample of 17 children who were not participants in the formal study.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Posttreatment Assessment
plainn = 17- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, through favorable continued involvement, almost any activity can become imbued with consuming significance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The controversy over the effects of extrinsic rewards on preexisting high interest has led to a neglect of the issue of how intrinsic interest is developed when it is lacking.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This form of self-motivation, which operates largely through internal comparison processes, re-quires personal standards against which to evaluate ongoing performance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children who set themselves attainable subgoals progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and heightened their perceived self-efficacy and interest in activities that initially held little attraction for them.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The link between boosts in perceived self-efficacy and sustained involvement in challenging activities is now well established across a wide range of behavioral domains (Bandura, 1981;Brown & Inouye, 1978;Weinberg, Gould, & Jackson, 1979;Schunk, 1981;Condiotte & Lichtenstein, in press).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
What the sources say
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Consequently, interest fails to develop, even though skills are being acquired in the process.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Judgments of one's capabilities can affect rate of skill acquisition, and performance mastery, in turn, can boost self-efficacy in a mutually enhancing process.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
“The number of subtraction problems the children solved under these permissive choice conditions constituted the measure of intrinsic interest.”
The paper relies on this without support.
Children who gain high self-efficacy through skill acquisition solve problems readily and therefore need not spend much time on them.
“Children who gain high self-efficacy through skill acquisition solve problems readily and, therefore, need not spend much time on them.”
The paper relies on this without support.
An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.
“An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.”
The paper relies on this without support.
Performances that are readily achieved suggest a higher level of self-ability than do analogous attainments gained through slow, heavy labor.
“Performances that are readily achieved suggest a higher level of self-ability than do analogous attainments gained through slow, heavy labor.”
The paper relies on this without support.
The influence of perceived self-efficacy on perseverence is best revealed on problems that cannot be solved however hard one tries.
“The influence of perceived self-efficacy on perseverence is, of course, best revealed on problems that cannot be solved however hard one tries.”
The paper relies on this without support.
Children who doubt their capabilities quit sooner than those who believe they can eventually master the task should they persevere.
“Children who doubt their capabilities quit sooner than those who believe they can eventually master the task should they persevere.”
The paper relies on this without support.
Research on intrinsic interest has centered primarily on how extrinsic incentives affect high interest when it is already present rather than on how to develop it when it is lacking.
“Research on intrinsic interest has centered primarily on how extrinsic incentives affect high interest when it is already present rather than on how to develop it when it is lacking.”
The paper relies on this without support.
The problem of developing interest when it is lacking presents major challenges, especially when avoidance of activities essential for self-development reflects antipathy arising from repeated failure rather than mere disinterest.
“It is the latter problem that presents major challenges, especially when avoidance of activities essential for self-development reflects antipathy arising from repeated failure rather than mere disinterest.”
The paper relies on this without support.
Judgment of mathematical self-efficacy by children just beginning to understand the requisite cognitive skills is no simple matter.
“Judgment of mathematical self-efficacy by children just beginning to understand the requisite cognitive skills is no simple matter.”
The paper relies on this without support.
With very brief exposure to sample items, it is hard to discriminate among different levels of task difficulty.
“With very brief exposure to sample items, it is hard to discriminate among different levels of task difficulty.”
The paper relies on this without support.
The complexity of some of the subtractive operations is not instantly apparent from what is most readily observable.
“This is because the complexity of some of the subtractive operations is not instantly apparent from what is most readily observable.”
The paper relies on this without support.
When complex operations are imbedded in seemingly easy problems, appearances can be quite misleading.
“When complex operations are imbedded in seemingly easy problems, which is often the case, appearances can be quite misleading.”
The paper relies on this without support.
Solving problems typically requires applying multiple operations.
“Moreover, solving problems typically requires applying multiple operations.”
The paper relies on this without support.
Judgment of personal capabilities for a given type of task is complicated if some of the constituent operations are thoroughly mastered and others are only partially understood.
“Even if they were readily recognizable, judgment of personal capabilities for a given type of task is complicated if some of the constituent operations are thoroughly mastered and others are only partially understood.”
The paper relies on this without support.
Selective attention to mastered elements highlights competencies, whereas focus on what is less well understood highlights shortcomings.
“Selective attention to mastered elements highlights competencies; whereas focus on what is less well understood highlights shortcomings.”
The paper relies on this without support.
Even equal attentiveness to all aspects of the task will produce some variance in judgments of self-efficacy, depending on how much weight is given to the differentially mastered operations.
“Even equal attentiveness to all aspects of the task will produce some variance in judgments of self-efficacy, depending on how much weight is given to the differentially mastered operations.”
The paper relies on this without support.
The evaluative standards against which ongoing performances are appraised constitute an additional factor that determines how well people judge their capabilities.
“The evaluative standards against which ongoing performances are appraised constitute an additional factor that determines how well people judge their capabilities.”
The paper relies on this without support.
Performances that draw on only a few skills reduce the likelihood of overestimating personal capabilities by overweighting a mastered subpart.
“Performances that draw on only a few skills reduce the likelihood of overestimating personal capabilities by overweighting a mastered subpart.”
The paper relies on this without support.
In activities that depend on diverse subskills, knowledge of some of them, especially the more directly observable ones, raises the level of assurance that one might be able to perform successfully.
“In activities that depend on diverse subskills, knowledge of some of them, especially the more directly observable ones, raises the level of assurance that one might be able to perform successfully.”
The paper relies on this without support.
When progress is gauged against distal goals, similar accomplishments may prove disappointing because of wide disparities between current performance and lofty future standards.
“When progress is gauged against distal goals, similar accomplishments may prove disappointing because of wide disparities between current performance and lofty future standards.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source doesn’t support the claim as written.
In the citing paper
“Such facets of co-creation will likely nurture intrinsic motivation26, which is constructive for the development of self-efficacy30.”
From Establishing the importance of co-creation and self-efficacy in creative collaboration with artificial intelligence (2024) · cites this paper as [30]
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“However, for many procrastinators, most tasks and assignments that need completion will probably be experienced as unrewarding, war-ranting treatment interventions that specifically target the value of performing the correct actions (Bandura & Schunk, 1981).”
From Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure (2014) · cites this paper as Bandura & Schunk, 1981
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“as Bandura and Schunk (1981) concluded, self-motivation can best be created and sustained by attainable sub-goals that lead to larger goals”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Bandura and Schunk (1981)
The cited source says what the claim attributes to it.
In the citing paper
“The higher self-efficacy, the more likely we will take on a task (Bandura and Schunk, 1981).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Bandura and Schunk, 1981
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
“r(8) = .61,p < .001”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Reported p < .001 · recomputed p = .061
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“r(18) = .39,p < .05”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Reported p < .05 · recomputed p = .089
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upr(8) = 0.61reported p < .001 · recomputed p = .061The two fall on opposite sides of .05
“r(8) = .61,p < .001”
- Doesn’t add upr(18) = 0.39reported p < .05 · recomputed p = .089
“r(18) = .39,p < .05”
- Not confirmedr(28) = 0.42reported p < .01 · recomputed p = .021
“r(28) = .42,p < .01”
- Not confirmedr(28) = 0.32reported p < .05 · recomputed p = .085
“r(28) = .32,p < .05”
- Not confirmedr(28) = 0.33reported p < .05 · recomputed p = .075
“r(28) = .33,p < .05”
- Not confirmedr(38) = 0.49reported p < .001 · recomputed p = .001
“r(38)= .49,p < .001”
- Not confirmedr(28) = 0.4reported p < .025 · recomputed p = .029
“r(28) = .40,p < .025”
- Not confirmedr(28) = 0.25reported p < .1 · recomputed p = .183
“r(28) = .25,p < .10”
- Not confirmedr(8) = 0.63reported p = .025 · recomputed p = .051
“r(8) = .63,p = .025”
- Not confirmedr(38) = 0.27reported p < .05 · recomputed p = .092
“r(38) = .27,p < .05”
- ConsistentF(3, 36) = 10.13reported p < .001 · recomputed p < .001
“F(3, 36) = 10.13,p < .001”
- ConsistentF(6, 72) = 5.96reported p < .001 · recomputed p < .001
“F(6, 72) = 5.96, p < .001”
- ConsistentF(3, 36) = 12.8reported p < .001 · recomputed p < .001
“F(3, 36) = 12.80, p < .001”
- ConsistentF(3, 36) = 12.55reported p < .001 · recomputed p < .001
“F(3, 36) = 12.55, p < .001”
- ConsistentF(3, 36) = 5.67reported p < .005 · recomputed p = .003
“F(3, 36) = 5.67, p < .005”
- ConsistentF(3, 36) = 3.57reported p < .05 · recomputed p = .023
“F(3, 36) = 3.57, p < .05”
- ConsistentF(1, 27) = 3.94reported p < .1 · recomputed p = .057
“F(1, 27) = 3.94, p < .10”
- ConsistentF(1, 27) = 5.44reported p < .05 · recomputed p = .027
“F(1, 27) = 5.44, p < .05”
- ConsistentF(1, 27) = 3.66reported p < .1 · recomputed p = .066
“F(1, 27) = 3.66, p < .10”
- ConsistentF(1, 27) = 4.67reported p < .05 · recomputed p = .040
“F(1, 27) = 4.67, p < .05”
- ConsistentF(3, 36) = 3.06reported p < .05 · recomputed p = .040
“F(3, 36) = 3.06, p < .05”
- Consistentr(38) = 0.42reported p < .01 · recomputed p = .007
“r(38) = .42,p < .01”
- Consistentr(38) = 0.51reported p < .001 · recomputed p < .001
“r(38) = .51,p < .001”
- Consistentr(38) = 0.58reported p < .001 · recomputed p < .001
“r(38) = .58,p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Self-check results appear here once an independent check has confirmed them.
Citations
Cites
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925
Self-citationKytle, J., & Bandura, A. (1978) · Contemporary Sociology · doi:10.2307/2065952 · Cited by 25,422
Self-citationSelf-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
Self-citationDeci, E. L. (1975) · doi:10.1007/978-1-4613-4446-9 · Cited by 2,911
Toward a theory of task motivation and incentives
Locke, E. A. (1968) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(68)90004-4 · Cited by 2,409
New directions in attribution research
Harvey, J. H., Ickes, W. J., & Kidd, R. F. (1976) · Medical Entomology and Zoology · Cited by 1,994
Cognitive processes mediating behavioral change.
Bandura, A., Adams, N. E., & Beyer, J. (1977) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.35.3.125 · Cited by 1,392
Self-citationAnalysis of self-efficacy theory of behavioral change
Bandura, A., & Adams, N. E. (1977) · Cognitive Therapy and Research · doi:10.1007/bf01663995 · Cited by 1,338
Self-citationDissonance processes as self-affirmation.
Steele, C. M., & Liu, T. J. (1983) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.45.1.5 · Cited by 785
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
Schunk, D. H. (1981) · Journal of Educational Psychology · doi:10.1037/0022-0663.73.1.93 · Cited by 781
Self-citation
Research works printed but not linked: 3
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Cited by
Sorted by citations
Self-efficacy mechanism in human agency
Bandura, A. (1982) · American Psychologist · doi:10.1037/0003-066x.37.2.122 · Cited by 15,975
Self-citationPerceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1
Ajzen, I. (2002) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2002.tb00236.x · Cited by 7,629
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197
“For example, students who set specific proximal goals are more likely to self-observe their performance in theses areas, more likely to achieve in the target area, and will display higher levels of self-efficacy than students who do not set goals (Bandura & Schunk, 1981).”
BackgroundMotivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Social cognitive theory of self-regulation
Bandura, A. (1991) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(91)90022-l · Cited by 6,875
“People display enduring interest in activities at which they judge themselves to be self-efficacious and from which they derive satisfaction by mastering challenges (Bandura & Schunk, 1981).”
BackgroundSelf-citationExtrinsic and Intrinsic Motivation to Use Computers in the Workplace 1
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.1992.tb00945.x · Cited by 6,231
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Social Learning Theory and the Health Belief Model
Rosenstock, I. M., Strecher, V. J., & Becker, M. H. (1988) · Health Education Quarterly · doi:10.1177/109019818801500203 · Cited by 5,564
Implementation intentions: Strong effects of simple plans.
Gollwitzer, P. M. (1999) · American Psychologist · doi:10.1037/0003-066x.54.7.493 · Cited by 5,478
Self-Efficacy Beliefs in Academic Settings
Pajares, F. (1996) · Review of Educational Research · doi:10.2307/1170653 · Cited by 4,688
Self-Efficacy: An Essential Motive to Learn
Zimmerman, B. J. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1016 · Cited by 4,294
“Bandura and Schunk (1981) found that students' mathematical self-efficacy beliefs were predictive of their choice of engaging in subtraction problems rather than in a different type of task: The higher the children's sense of efficacy, the greater their choice of the arithmetic activity.”
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Self-citationSelf-Regulated Learning and Academic Achievement: An Overview
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“Cognitive views of self-regulation describe and assess this futuristic orientation in terms of goals and have sought to increase it through a variety of methods such as intermediate goal setting, selfinstruction, and self-evaluation (e.g., Bandura & Schunk, 1981).”
MethodA social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807
“…students* perceptions of self-efficacy are positively related to such learning outcomes as task persistence (Zimmerman & Ringle, 1981), task choice (Bandura & Schunk, 1981; Zimmerman , 1985), effective study activities (Thomas, Iventosch, & Rohwer, 1987), skill acquisition (Schunk, 1984), and…”
BackgroundAchievement goals in the classroom: Students' learning strategies and motivation processes.
Ames, C., & Archer, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.260 · Cited by 3,564
“…students have reported using more self-instructions and self-monitoring strategies in conditions rewarding or emphasizing self-improvement rather than social comparison (Ames, 1984b) and when they believed in the efficacy of effort (Bandura & Schunk, 1981; Diener & Dweck, 1978; Schunk & Cox, 1986).”
BackgroundDoes entrepreneurial self-efficacy distinguish entrepreneurs from managers?
Chen, C. C., Greene, P. G., & Crick, A. (1998) · Journal of Business Venturing · doi:10.1016/s0883-9026(97)00029-3 · Cited by 3,047
Self-Efficacy: A Theoretical Analysis of Its Determinants and Malleability
Gist, M. E., & Mitchell, T. R. (1992) · Academy of Management Review · doi:10.5465/amr.1992.4279530 · Cited by 3,713
Carver, C. S., & Scheier, M. F. (1982) · Psychological Bulletin · doi:10.1037//0033-2909.92.1.111 · Cited by 2,650
Social cognitive theory of organizational management
Wood, R., & Bandura, A. (1989) · The Academy of Management Review · doi:10.2307/258173 · Cited by 3,357
Self-citationEffectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
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Keller, J. M. (1987) · Journal of Instructional Development · doi:10.1007/bf02905780 · Cited by 2,332
“Also, confident people tend to believe that they can effectively accomplish their goals by means of their actions (Bandura, 1977; Bandura & Schunk, 1981 ).”
BackgroundRelation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991) · Journal of Counseling Psychology · doi:10.1037/0022-0167.38.1.30 · Cited by 2,309
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Folkman, S. (1984) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.46.4.839 · Cited by 2,807
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Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
“Academic self-efficacy beliefs have been found to strongly relate to task choice (Bandura and Schunk, 1981; Pajares and Miller, 1995), career selec tion (Betz and Hackett, 1981,1983), persistence and performance (Bandura, Barbaranelli, Caprara, and Pastorelli, 1996; Lent, Brown, and Larkin, 1986;…”
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Bandura, A. (2008) · The International Encyclopedia of Communication · doi:10.1002/9781405186407.wbiecs053 · Cited by 1,902
Self-citationAcademic self-efficacy and first year college student performance and adjustment.
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Handbook of Self-Regulation of Learning and Performance
(2017) · Routledge eBooks · doi:10.4324/9781315697048 · Cited by 1,977
“…term) goals and distal (long term) goals have received much research attention, and a variety of studies show that helping children set appropriate proximal goals is more effective than a focus on distal goals with respect to immediate task performance (Bandura & Schunk, 1981; Zimmerman, 2008).”
BackgroundSelf-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992) · American Educational Research Journal · doi:10.3102/00028312029003663 · Cited by 1,724
Self-citationSelf-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems.
Bandura, A., & Cervone, D. (1983) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.45.5.1017 · Cited by 1,511
Self-citationApplication of Social Cognitive Theory to Training for Computer Skills
Compeau, D., & Higgins, C. A. (1995) · Information Systems Research · doi:10.1287/isre.6.2.118 · Cited by 1,503
Towards a model of safety culture
Cooper, M. D. (2000) · Safety Science · doi:10.1016/s0925-7535(00)00035-7 · Cited by 1,393
“…incorporates the goal-setting paradigm (Wood and Bandura, 1989; Locke and Latham, 1990; Bandura, 1991) advocated above via the setting of sub-goals (Bandura and Schunk, 1981), via task-strategies (e.g. Locke et al., 1984b), via self-regulatory processes (e.g. Bandura, 1988), and via self-e cacy…”
MethodThe development of academic self-efficacy
Schunk, D. H., & Pajares, F. (2002) · Development of Achievement Motivation · doi:10.1016/b978-012750053-9/50003-6 · Cited by 1,426
“Proximal goals promote children's self-efficacy and intrinsic interest (Bandura & Schunk, 1981).”
BackgroundSelf-citationImplementation intentions and effective goal pursuit.
Gollwitzer, P. M., & Brandstätter, V. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.73.1.186 · Cited by 1,343
“Numerous other relevant aspects of goal content have been suggested, such as specific-abstract (Emmons, 1992; Locke & Latham, 1990), proximal-distal (Bandura & Schunk, 1981), and positive versus negative outcome focus (Higgins, Roney, Crowe, & Hymes, 1994).”
BackgroundSELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE
Pajares, F. (2003) · Reading & Writing Quarterly · doi:10.1080/10573560308222 · Cited by 1,398
“In part, this is because students develop beliefs about their academic capabilities as a result of how successful they perceive to be their self-regulatory strategies (Bandura & Schunk, 1981).”
BackgroundEmotional distress regulation takes precedence over impulse control: If you feel bad, do it!
Tice, D. M., Bratslavsky, E., & Baumeister, R. F. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.80.1.53 · Cited by 1,361
“The self-efficacy version would propose that feeling upset would make the person feel incapable of successfully guiding behavior toward the realization of distal goals, and so the person would give up on them and concentrate on immediate gratification (see Bandura, 1977; Bandura & Schunk, 1981).”
BackgroundThe Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369
“This is especially important if the students are young, or if they initially lack confidence or interest in the domain (Bandura & Schunk, 1981).”
BackgroundSelf-efficacy: implications for organizational behavior and human resource management
Gist, M. E. (1987) · The Academy of Management Review · doi:10.5465/amr.1987.4306562 · Cited by 1,447
Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014) · The Internet and Higher Education · doi:10.1016/j.iheduc.2013.10.001 · Cited by 1,082
“In contrast, low self-efficacy brings about inferior performance, and in turn decreases the sense of self-efficacy for a series of following relevant tasks (Bandura, 1977, 1982; Bandura & Schunk, 1981).”
BackgroundGoal Setting and Self-Efficacy During Self-Regulated Learning
Schunk, D. H. (1990) · Educational Psychologist · doi:10.1207/s15326985ep2501_6 · Cited by 1,098
“Bandura and Schunk (1981) gave children with low subtraction skills instruction and practice over seven sessions using seven sets of material.”
BackgroundSelf-citationConstruct validation of a strategy model of student self-regulated learning.
Zimmerman, B. J., & Martinez-Pons, M. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.284 · Cited by 1,064
From cognitive modeling to self-regulation: a social cognitive career path.
Zimmerman, B. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.794676 · Cited by 991
“Finally, I also included motivational variables, such as self-efficacy, to explain the proactive striving that is so essential to SRL (Bandura & Schunk, 1981).”
BackgroundRegulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
Wolters, C. A. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3804_1 · Cited by 975
“Whether considered a type of regulation of motivation or not, previous research has found that providing students with short-term goals can raise their self-efficacy and subsequent motivation for particular tasks (Bandura, 1997; Bandura & Schunk, 1981; Locke & Latham, 1990).”
BackgroundMethodResultInfluentialFactors affecting students’ self-efficacy in higher education
van Dinther, M., Dochy, F., & Segers, M. (2011) · Educational Research Review · doi:10.1016/j.edurev.2010.10.003 · Cited by 967
Effect of self-efficacy, goals, and task strategies on task performance.
Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984) · Journal of Applied Psychology · doi:10.1037/0021-9010.69.2.241 · Cited by 942
Research in Organizational Behavior: An Annual Series of Analytical Essays and Critical Reviews
Staw, B. M., Cummings, L. L., Stutton, R. I., Kramer, R. M., & Brief, A. P. (1985) · Medical Entomology and Zoology · Cited by 949
Differential engagement of self-reactive influences in cognitive motivation
Bandura, A., & Cervone, D. (1986) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(86)90028-2 · Cited by 933
Self-citationSocial Cognitive Theory and Self-Regulated Learning
Schunk, D. H. (1989) · Springer series in cognitive development · doi:10.1007/978-1-4612-3618-4_4 · Cited by 935
Self-citationA Motivated Exploration of Motivation Terminology
Murphy, P. K., & Alexander, P. A. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1019 · Cited by 986
“It is important to note that none of the articles we reviewed used the term self-schema and only one article used the term agency (Bandura & Schunk, 1981).”
MethodSitzmann, T., & Ely, K. (2011) · Psychological Bulletin · doi:10.1037/a0022777 · Cited by 897
Marakas, G. M., Yi, M. Y., & Johnson, R. D. (1998) · Information Systems Research · doi:10.1287/isre.9.2.126 · Cited by 919
“…effort Bandura et al. 1977 Amount of effort Bandura and Schunk 1981 Schunk 1984 Situation support Bandura et al. 1977 Level of persistence Bandura and Schunk 1981 Degree/quality of feedback Dorwick 1983 Emotion-focused coping Lent et al. 1987 Emotional arousal Kavanagh and Bower 1985 Stumpf et al.…”
BackgroundResultGender and Perceived Self-Efficacy in Self-Regulated Learning
Pajares, F. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_8 · Cited by 881
“Bandura and Schunk (1981) conducted an experiment in which elementary school students were given seven sets of mathematics problems to solve.”
BackgroundMethod(2013) · Cited by 834
O’Leary, A. (1985) · Behaviour Research and Therapy · doi:10.1016/0005-7967(85)90172-x · Cited by 802
Hill, T., Smith, N. D., & Mann, M. F. (1987) · Journal of Applied Psychology · doi:10.1037/0021-9010.72.2.307 · Cited by 831
Rethinking achievement goals: When are they adaptive for college students and why?
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998) · Educational Psychologist · doi:10.1207/s15326985ep3301_1 · Cited by 809
“Although perceived competence has been identified ks a mediator of the development of interest (Bandura & Schunk, 1981), Harackiewicz and Sansone (1991) have argued that it is not always enough to know that we are competent; sometimes what matters more is whether we want to be competent, or whether…”
BackgroundShea, P., & Bidjerano, T. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.07.017 · Cited by 885
“Students with higher self-ef fi cacy not only set higher, more productive mastery goals (Walker & Greene, 2009), but they also choose to engage in more challenging tasks (Bandura, 1993; Bandura & Schunk, 1981).”
Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals
Urdan, T., & Maehr, M. L. (1995) · Review of Educational Research · doi:10.3102/00346543065003213 · Cited by 829
“For example, studies of self-efficacy often discuss the effects of proximal and distal goals, which usually refer to specific performance standards or outcomes strived for (e.g., Bandura, 1986, 1991, 1993; Bandura & Cervone, 1983; Bandura & Schunk, 1981; Schunk, 1985, 1991).”
BackgroundSelf-efficacy and achievement behaviors
Schunk, D. H. (1989) · Educational Psychology Review · doi:10.1007/bf01320134 · Cited by 819
“In the initial self-efficacy research involving cognitive skill-learning (Schunk, 1981), low-achieving children received cognitive modeling or didactic instruction on long division.”
BackgroundMethodSelf-citationSelf-Discrepancy Theory: What Patterns of Self-Beliefs Cause People to Suffer?
Higgins, E. T. (1989) · Advances in experimental social psychology · doi:10.1016/s0065-2601(08)60306-8 · Cited by 738
An integrative analysis of intrinsic and extrinsic motivation in sport
Vallerand, R. J., & Losier, G. F. (1999) · Journal of Applied Sport Psychology · doi:10.1080/10413209908402956 · Cited by 805
Self-Efficacy and Education and Instruction
Schunk, D. H. (1995) · The Plenum Series in Social/Clinical Psychology · doi:10.1007/978-1-4419-6868-5_10 · Cited by 720
Self-citationA motivational model of rural students' intentions to persist in, versus drop out of, high school.
Hardre, P. L., & Reeve, J. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.2.347 · Cited by 669
“Similarly, self-efficacy expectations (Bandura, 1997; Bandura & Schunk, 1981) and outcome expectations (Pekrun, 1993; Wigfield, 1994) contribute to student motivation in some of the same ways as does perceived competence.”
BackgroundInvestigation of the factors that influence employees' participation in development activities.
Noe, R. A., & Wilk, S. L. (1993) · Journal of Applied Psychology · doi:10.1037/0021-9010.78.2.291 · Cited by 678
Wentzel, K. R. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.76 · Cited by 701
“Bandura and Schunk (1981) suggested thatsetting explicit proximal subgoals in the service of larger butfuture goals (ie, linking goals hierarchically) results in greaterpersistence, enhanced perceptions of self-efficacy, and increasedintrinsic interest for children in learning situations.”
BackgroundWise interventions: Psychological remedies for social and personal problems.
Walton, G. M., & Wilson, T. D. (2018) · Psychological Review · doi:10.1037/rev0000115 · Cited by 617
Friendships in Middle School: Influences on Motivation and School Adjustment.
Wentzel, K. R., Barry, C. M., & Caldwell, K. A. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.195 · Cited by 639
Organisational Applications of Social Cognitive Theory
Bandura, A. (1988) · Australian Journal of Management · doi:10.1177/031289628801300210 · Cited by 632
Self-citationCultivate Self‐efficacy for Personal and Organizational Effectiveness
Bandura, A. (2012) · doi:10.1002/9781119206422.ch10 · Cited by 635
Self-citationSelf-efficacy and the maintenance of exercise participation in older adults
McAuley, E. (1993) · Journal of Behavioral Medicine · doi:10.1007/bf00844757 · Cited by 651
Identity-based consumer behavior
Reed, A., Forehand, M., Puntoni, S., & Warlop, L. (2012) · International Journal of Research in Marketing · doi:10.1016/j.ijresmar.2012.08.002 · Cited by 726
Comparison between self-concept and self-efficacy in academic motivation research
Bong, M., & Clark, R. E. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_1 · Cited by 668
Self-Control and Academic Achievement
Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-103230 · Cited by 662
Motivation for treatment: A review with special emphasis on alcoholism.
Miller, W. R. (1985) · Psychological Bulletin · doi:10.1037/0033-2909.98.1.84 · Cited by 629
Motivation Interventions in Education: A Meta-Analytic Review
Lazowski, R. A., & Hulleman, C. S. (2016) · Review of Educational Research · doi:10.3102/0034654315617832 · Cited by 607
“Self-efficacy has inspired interventions that help students perceive that they can successfully complete the specific tasks and activities required for learning, such as setting and achieving realistic study goals (Bandura & Schunk, 1981).”
BackgroundGraham, S., Harris, K. R., & Mason, L. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.08.001 · Cited by 605
Self‐efficacy perspective on achievement behavior
Schunk, D. H. (1984) · Educational Psychologist · doi:10.1080/00461528409529281 · Cited by 596
“The idea that proximal goals constitute an important contextual influence on self-efficacy was tested during a subtraction competency-development program (Bandura & Schunk, 1981).”
BackgroundMethodSelf-citationIs disaggregation the holy grail of energy efficiency? The case of electricity
Carrie Armel, K., Gupta, A., Shrimali, G., & Albert, A. (2013) · Energy Policy · doi:10.1016/j.enpol.2012.08.062 · Cited by 595
Task complexity as a moderator of goal effects: a meta-analysis
Wood, R. E., Mento, A. J., & Locke, E. A. (1987) · Journal of Applied Psychology · doi:10.1037/0021-9010.72.3.416 · Cited by 598
A meta-analytic study of the effects of goal setting on task performance: 1966–1984
Mento, A. J., Steel, R. P., & Karren, R. J. (1987) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(87)90045-8 · Cited by 579
Self-regulation of goal-setting: turning free fantasies about the future into binding goals
Oettingen, G., Pak, H.-J., & Schnetter, K. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.80.5.736 · Cited by 619
Developmental phases in self-regulation: shifting from process goals to outcome goals.
Zimmerman, B. J., & Kitsantas, A. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.29 · Cited by 604
Gender Differences in Self-Efficacy and Attitudes toward Computers
Busch, T. (1995) · Journal of Educational Computing Research · doi:10.2190/h7e1-xmm7-gu9b-3hwr · Cited by 586
Self-efficacy and the stages of self-change of smoking
DiClemente, C. C., Prochaska, J. O., & Gibertini, M. (1985) · Cognitive Therapy and Research · doi:10.1007/bf01204849 · Cited by 562
“Perceived selfefficacy successfully predicts the degree of change in a variety of phobic responses (Biran & Wilson, 1981; Bourque & Ladouceur, 1980; Bandura, Adams, & Beyer, 1977), stress reactions and physiological arousal (Bandura, 1982), physical stamina (Weinberg, Yukelson, & Jackson, 1980), and achievement strivi…”
BackgroundJoo, Y.-J., Bong, M., & Choi, H. (2000) · Educational Technology Research and Development · doi:10.1007/bf02313398 · Cited by 556
Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods
Slavich, G. M., & Zimbardo, P. G. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9199-6 · Cited by 646
“1991), are more persistent when faced with challenges (Bandura and Schunk 1981), perceive more control over student success (Skaalvik and Skaalvik 2010), are more committed to their job (Ware 2011), and exhibit greater job satisfaction and less job burnout (Klassen 2010; Klassen and Chiu 2010).”
Mere Belonging: The Power of Social Connections
Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012) · Journal of Personality and Social Psychology · doi:10.1037/a0025731 · Cited by 543
“For instance, in addition to fostering a sense of self-efficacy, as by creating proximal goals (Bandura & Schunk, 1981), forestalling attributions of inability (Wilson, Damiani, & Shelton, 2002), or changing maladaptive theories of intelligence (Blackwell, Trzesniewski, & Dweck, 2007), effective…”
BackgroundWhen ego threats lead to self-regulation failure: Negative consequences of high self-esteem.
Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1993) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.64.1.141 · Cited by 578
Recycling misconceptions of perceived self-efficacy
Bandura, A. (1984) · Cognitive Therapy and Research · doi:10.1007/bf01172995 · Cited by 522
“Numerous studies have been conducted in which self-percepts of efficacy are enhanced for children with gross deficits in cognitive skills by the use of enactive mastery supplemented with goal structures, causal attributional feedback, social comparison information, self-verbalization of strategies, and incentives ( Ba…”
BackgroundSelf-citationSelf-Gifts: Phenomenological Insights from Four Contexts
Mick, D. G., & DeMoss, M. (1990) · Journal of Consumer Research · doi:10.1086/208560 · Cited by 516
Self-efficacy, motivation, and performance
Schunk, D. H. (1995) · Journal of Applied Sport Psychology · doi:10.1080/10413209508406961 · Cited by 574
“Bandura and Schunk (1981) demonstrated the benefits of proximal goals.”
BackgroundSelf-citationMotivational Considerations in the Study of Instruction
Lepper, M. R. (1988) · Cognition and Instruction · doi:10.1207/s1532690xci0504_3 · Cited by 518
Mathematics self-efficacy and mathematics performances: The need for specificity of assessment.
Pajares, F., & Miller, M. D. (1995) · Journal of Counseling Psychology · doi:10.1037/0022-0167.42.2.190 · Cited by 510
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.72.5.1161 · Cited by 1,549
A Self-Efficacy Theory Explanation for the Management of Remote Workers in Virtual Organizations
Staples, D. S., Hulland, J. S., & Higgins, C. A. (1999) · Organization Science · doi:10.1287/orsc.10.6.758 · Cited by 512
The relationship between EFL learners' beliefs and learning strategy use
Yang, N.-D. (1999) · System · doi:10.1016/s0346-251x(99)00048-2 · Cited by 500
Bong, M. (2001) · Contemporary Educational Psychology · doi:10.1006/ceps.2000.1048 · Cited by 478
“…in challenging tasks, invest greater effort and persistence, and show superior academic performance than those who lack such confidence (e.g., Bandura & Schunk, 1981; Betz & Hackett, 1981; Lent, Brown, & Larkin, 1986; Pajares & Miller, 1994; Pintrich & De Groot, 1990; Schunk, 1981;…”
BackgroundPlacing Motivation and Future Time Perspective Theory in a Temporal Perspective
Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004) · Educational Psychology Review · doi:10.1023/b:edpr.0000026609.94841.2f · Cited by 470
“Persistent striving toward long-term goals is facilitated by formulating a series of shortterm subgoals leading to the (provisional) final goal in the more distant future ( Bandura and Schunk, 1981 ).”
Background
Metadata
- Authors
- Bandura, A., & Schunk, D. H.
- Affiliations
- Stanford University (US)
- ORCID
- Schunk, Dale H.
- Venue
- Journal of Personality and Social Psychology
- Published
- 1981-09
- Volume
- 41
- Issue
- 3
- Pages
- 586-598
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2144190976
- Cited by
- 2,675
- References
- 22
- Citations by year
- 2026: 47 · 2025: 63 · 2024: 91 · 2023: 122 · 2022: 114 · 2021: 119 · 2020: 107 · 2019: 147 · 2018: 114 · 2017: 101 · 2016: 123 · 2015: 115 · 2014: 134 · 2013: 100 · 2012: 123
- FWCI
- 36.00
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-motivation, self-efficacy, intrinsic interest, self-directed learning, children, mathematics achievement, goal proximity, competence development
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