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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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.
- 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.
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.
- 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.
- 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.
- 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.
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.
- 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.
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.
- 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.
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.
- 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.
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.
- 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
“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.
- 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.
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.
- 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. 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.
- 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.
- 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.
- 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.
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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether 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.
- 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.
- 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 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.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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 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.
- 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.
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.
- 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
“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.
- 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.
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.
- 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.
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.
- 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.
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.
- 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.
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.
- 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
“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.
- 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.
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 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
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]
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
- [5]5. Bandura, A. The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (Vol.
- [6]6. Hillsdale, N.J.: Erlbaum, in press.
- [18]18. Jeffery, K. M. The effects of goal-setting on self-motivated persistence. Unpublished doctoral dissertation, Stanford University, 1977.
Cited by
Sorted by citations
Items 901–1,000 of 2,552
A validation and application of the L2 motivational self system among Chinese learners of English
Magid, M. (2011) · Nottingham ePrints (University of Nottingham) · Cited by 23
The motivation to learn online questionnaire
Fowler, K. S. (2018) · Cited by 23
Student Goals for Out-of-School Learning Activities
Bergin, D. A. (1989) · Journal of Adolescent Research · doi:10.1177/074355488941007 · Cited by 22
Shirvan, M. E., Khajavy, G. H., Nazifi, M., & Taherian, T. (2018) · New Horizons in Adult Education and Human Resource Development · doi:10.1002/nha3.20230 · Cited by 23
Kallia, M., & Sentance, S. (2019) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3287324.3287377 · Cited by 25
“There is generally a common agreement among these studies that students that have high perceptions of their capabilities engaged more, are better motivated and perform better than students that have low feelings of competence [4, 45].”
BackgroundDoes negative teacher behavior influence student self-efficacy and mastery goal orientation?
Shukla, K. D., Kuril, S., & Chand, V. S. (2020) · Learning and Motivation · doi:10.1016/j.lmot.2020.101653 · Cited by 22
Kim, J. Y., Brockner, J., & Block, C. J. (2022) · Organizational Behavior and Human Decision Processes · doi:10.1016/j.obhdp.2022.104118 · Cited by 23
Understanding individual and diffusion behaviors related to native plant gardening
Champine, V. M., Jones, M. S., Lischka, S. A., Vaske, J. J., & Niemiec, R. M. (2022) · Journal of Environmental Psychology · doi:10.1016/j.jenvp.2022.101798 · Cited by 22
Gender Differences in Self-efficacy for Programming Narrowed After a 2-h Science Museum Workshop
Allaire‐Duquette, G., Chastenay, P., Bouffard, T., Bélanger, S. A., Hernandez, O., Mahhou, M. A., Giroux, P., McMullin, S. O., & Desjarlais, E. (2022) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-022-00193-7 · Cited by 23
“Students are then asked to estimate their confidence that they can solve each problem correctly (e.g. Bandura and Schunk, 1981).”
BackgroundBroccia, S., Dias, Á., & Pereira, L. (2022) · Social Sciences · doi:10.3390/socsci11120537 · Cited by 32
An investigation of the social media overload and academic performance
Cao, X., Wu, Y., Cheng, B., & Ali, A. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12213-6 · Cited by 23
“SCT believes that a person’s conduct is fashioned and managed with the aid of non-public cognition and environmental elements (Bandura & Schunk, 1981; Chou et al., 2010).”
Chae, Y., & Gentry, M. (2011) · High Ability Studies · doi:10.1080/13598139.2011.577275 · Cited by 21
“Since many studies have demonstrated that appropriate levels of challenge motivates and encourages students’ learning (Bandura & Schunk, 1981 ; Lutz, Guthrie, & Davis, 2006 ; Simons & Klein, 2007 ; Turner et al, 1998 ), educators should ensure that students are provided with sufficient challenge in class.”
BackgroundAttrition in Chronic Disease Self-Management Programs and Self-Efficacy at Enrollment
Verevkina, N. I., Shi, Y., Fuentes-Cáceres, V., & Scanlon, D. P. (2014) · Health Education & Behavior · doi:10.1177/1090198114529590 · Cited by 23
“On the other hand, those with low self-efficacy who exhibit doubts in their capabilities tend to relax their efforts or quit (Bandura & Schunk, 1981).”
BackgroundIslam, A. Y. M. A. (2016) · International Journal of Technology and Human Interaction · doi:10.4018/ijthi.2016070106 · Cited by 25
Parental modelling of mathematical affect: self-efficacy and emotional arousal
Bartley, S. R., & Ingram, N. (2017) · Mathematics Education Research Journal · doi:10.1007/s13394-017-0233-3 · Cited by 22
Bridging Theory and Practice in Programming Lectures With Active Classroom Programmer
Giacaman, N., & Ruvo, G. D. (2018) · IEEE Transactions on Education · doi:10.1109/te.2018.2819969 · Cited by 22
“turing self-efficacy [16], [17].”
Ahn, H. S., & Bong, M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.005 · Cited by 23
Wang, S., Christensen, C., Xu, Y., Cui, W., Tong, R. M., & Shear, L. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01803 · Cited by 22
Elliott, D. C. (2015) · Higher Education · doi:10.1007/s10734-015-9913-7 · Cited by 22
Motivation reconsidered: the importance of self-efficacy in rehabilitation
Dodds, A. G. (1989) · British Journal of Visual Impairment · doi:10.1177/026461968900700103 · Cited by 22
“Vague and distant goals are unlikely to achieve these effects because of the time delay involved in the reward contingencies (Bandura and Schunk, 1981).”
BackgroundHenk, W. A., & Melnick, S. A. (1998) · Reading Research and Instruction · doi:10.1080/19388079809558277 · Cited by 22
Designing intentional learning environments
Martinez, M. (1997) · ACM International Conference on Design of Communication · doi:10.1145/263367.263390 · Cited by 20
“The strength of the project is that it (1) encouraged self-managed learning through goal setting, task sequencing, and progress monitoring, (2) identified competencies required at each level of study, (3) provided practice and feedback as learners learned to learn, and (4) gave progress information as learners mastere…”
BackgroundMethodInfluentialKorsgaard, M. A., & Diddams, M. (1996) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.1996.tb00104.x · Cited by 22
Factors Predicting Future Time Orientation for Romantic Relationships With the Opposite Sex
Öner-Özkan, B. (2001) · The Journal of Psychology · doi:10.1080/00223980109603709 · Cited by 22
Coercion theory revisited: Toward a new theoretical perspective on the etiology of conduct disorders
Robinson, E. A. (1985) · Clinical Psychology Review · doi:10.1016/0272-7358(85)90037-6 · Cited by 22
Bennett, J. B., & Lehman, W. E. K. (1996) · American Psychological Association eBooks · doi:10.1037/10215-004 · Cited by 23
Alqurni, J. S. (2026) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2026.1738774 · Cited by 41
“From theory, self-efficacy promotes intrinsic motivation because learners who have confidence see tasks as manageable, set ambitious goals, and understand setbacks as temporary setbacks that allow them to rebound, and so maintain interest and effort (Bandura and Schunk, 1981).”
Music and Talent: An experimental project for personal development and well-being through music
Cuadrado, F. (2018) · International Journal of Music Education · doi:10.1177/0255761418794720 · Cited by 26
Venegas, E. M. (2018) · Reading & Writing Quarterly · doi:10.1080/10573569.2018.1483788 · Cited by 23
Emotional distress regulation takes precedence over impulse control
Tice, D. M., Bratslavsky, E., & Baumeister, R. F. (2018) · Routledge eBooks · doi:10.4324/9781315175775-8 · Cited by 23
Early Clinical Experience and Mentoring of Young Dental Students—A Qualitative Study
Moore, R., Molsing, S., Meyer, N., & Schepler, M. (2021) · Dentistry Journal · doi:10.3390/dj9080091 · Cited by 25
“Studies on medical students have also confirmed that mentee/mentor relationships provided learning through observation, feedback and cognitive support [12,33,36], often even more than teacher contacts in some cases [37].”
BackgroundTeng, M. F., & Wu, J. G. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00727-z · Cited by 34
“…belief, that is, students who perceived confidence in their capacity to execute behaviors may be better able to deliver information and facilitate purposive use of information to self-regulate their learning behaviors or orchestrate actions for learning (Bandura & Schunk, 1981; Cho et al., 2017).”
Nguyen, C. T., Yuen, K. F., Kim, T. Y., et al. (2023) · The International Journal of Logistics Management · doi:10.1108/ijlm-12-2022-0496 · Cited by 22
Fisher, R. (2014) · Journal of Research in Music Education · doi:10.1177/0022429414544748 · Cited by 21
“Within the field of education, self-efficacy has been linked to academic achievement, motivation, and learning (Bandura & Schunk, 1981; Lent, Brown, & Larkin, 1986; Multon, Brown, & Lent, 1991; Pajares, 1996; Pajares & Valiante, 1999; Schunk, 1995; Zimmerman & Bandura, 1994; Zimmerman, Bandura, &…”
Lee, H., & Lee, J. (2012) · Asia Pacific Education Review · doi:10.1007/s12564-012-9227-8 · Cited by 21
“Students who have high academic self-efficacy choose challenging tasks (Bandura and Schunk 1991), put more effort into successfully fulfilling tasks (Schunk 1983), and persist at tasks despite difficulties (Bandura and Schunk 1991).”
BackgroundUniversity student’s goal profiles and metacomprehension accuracy
Zhou, M. (2012) · Educational Psychology · doi:10.1080/01443410.2012.730325 · Cited by 21
“The presence of goals has been shown to increase self-efficacy (Bandura & Schunk, 1981; Zimmerman & Schunk, 1991), which could lead to greater commitment to the task since working toward a goal is a key factor in student’s engagement in self-regulated learning (Zimmerman, 1990).”
BackgroundThe Affective Dimensions of Mathematical Difficulties in Schoolchildren
Lebens, M., Graff, M., & Mayer, P. (2010) · Education Research International · doi:10.1155/2011/487072 · Cited by 21
Totawar, A. K., & Nambudiri, R. (2013) · Human Resource Development Review · doi:10.1177/1534484313492330 · Cited by 22
Wu, X., Lowyck, J., Sercu, L., et al. (2012) · Learning Environments Research · doi:10.1007/s10984-012-9098-2 · Cited by 21
“Students with higher self-efficacy beliefs have been found to undertake challenging tasks willingly (Bandura and Schunk 1981).”
BackgroundThe Relationship between Writing Self-efficacy and Writing Performance of Iranian EFL Students
Khojasteh, L., Shokrpour, N., & Afrasiabi, M. (2016) · International Journal of Applied Linguistics & English Literature · doi:10.7575/aiac.ijalel.v.5n.4p.29 · Cited by 21
“Some other researchers showed a positive correlation between self-efficacy and task persistence (Zimmerman & Ringle, 1981) task choice (Bandura & Schunk, 1981), effective study activities and skill acquisition (Schunk, 1984), and academic achievement (McCarthy, Meier, & Rinderer, 1985).”
BackgroundIntrinsic motivation in education
Lepper, M. R., Master, A., & Yow, W. Q. (2008) · Advances in motivation and achievement · doi:10.1016/s0749-7423(08)15016-6 · Cited by 21
A systematic review of leadership styles, work engagement and organizational support
Mehrad, A., Castro, J. F., & de Olmedo, M. P. G. G. (2020) · International Journal of Research in Business and Social Science (2147-4478) · doi:10.20525/ijrbs.v9i4.735 · Cited by 25
“342 Participants in 35 municipal power supply companies Lewis & Cunningham (2016) To explore self-motivators amongst children 120 Nurses Experiment study Bandura & Schunk (2000) Focused on leadership styles and work engagement.”
BackgroundMason, E. C. M., Robertson, A., Gay, J. L., et al. (2021) · Teaching and Supervision in Counseling · doi:10.7290/tsc030202 · Cited by 21
“This activity helps build SCITs’ selfefficacy (Bandura & Schunk, 1981) in identifying and reducing achievement gaps.”
BackgroundIannone, P., & Inglis, M. (2010) · UEA Digital Repository (University of East Anglia) · Cited by 21
Design of Video Games for Children's Diet and Physical Activity Behavior Change.
Baranowski, T., Thompson, D. I., Buday, R., Lu, A. S., & Baranowski, J. C. (2010) · PubMed · Cited by 21
Lin, Y. (2017) · Journal of Business and Industrial Marketing · doi:10.1108/jbim-10-2014-0208 · Cited by 26
Motivation and Classroom Learning
Anderman, E. M., Gray, D. L., & Chang, Y. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207005 · Cited by 21
Awad, N. (2021) · Research in Science & Technological Education · doi:10.1080/02635143.2021.1931832 · Cited by 20
Cornford, I. R. (1991) · Teaching and Teacher Education · doi:10.1016/0742-051x(91)90056-u · Cited by 20
Rahal, A. D., & Zainuba, M. (2016) · The International Journal of Management Education · doi:10.1016/j.ijme.2015.11.003 · Cited by 23
“Bandura and Schunk (1981), Bandura (1997), and Schunk (1991) argued that specific proximal goals combined with somewhat challenging goals promoted both self-efficacy and improved performance.”
BackgroundWhat determines students’ choices of elective modules?
Hedges, M. R., Pacheco, G. A., & Webber, D. J. (2014) · International Review of Economics Education · doi:10.1016/j.iree.2014.05.003 · Cited by 20
“Clearly the challenge in the classroom is to assist students to internalise these extrinsic motivations by way of providing pathways that let them connect of identify with the material in a more personal way than they had anticipated (Bandura & Schunk, 1981).”
BackgroundBergsmann, E., Klug, J., Burger, C., Först, N. M., & Spiel, C. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1378617 · Cited by 24
“Higher competence levels are linked to lower levels of procrastination (Haghbin, McCaffrey, and Pychyl 2012) and higher levels of self-efficacy (Bandura and Schunk 1981; Pajares 1996).”
BackgroundResultZhu, B., Martyn-Nemeth, P. A., Ruggiero, L., Park, C. G., Zhang, Y., & Fritschi, C. (2019) · Journal of Clinical Nursing · doi:10.1111/jocn.14883 · Cited by 20
Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle
Mikami, Y. (2020) · Reading in a Foreign Language · doi:10.64152/10125/66575 · Cited by 20
“Bandura and Schunk (1981) showed that children who set specific proximal goals in arithmetic activities and monitored their progress developed intrinsic interest and perceived self-efficacy. Latham and Seijts (1999) showed that when individuals set both proximal and distal goals in a business setting, they increased t…”
BackgroundInfluentialMeasuring student teachers' basic psychological needs
Vermeulen, M., Castelijns, J., Kools, Q., & Köster, B. (2012) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2012.688556 · Cited by 22
“Competence is strongly related to self-efficacy (Bandura 1997; Bandura and Schunk 1981).”
BackgroundCheng, S. (2013) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2013.10.002 · Cited by 20
Adolescents' Goal Orientations and Academic Achievement: Long-Term relations and gender differences
Giota, J. (2002) · Scandinavian Journal of Educational Research · doi:10.1080/0031383022000024552 · Cited by 21
Assessing Residents’ Written Learning Goals and Goal Writing Skill
Lockspeiser, T. M., Schmitter, P. A., Lane, J. L., Hanson, J. L., Rosenberg, A. A., & Park, Y. S. (2013) · Academic Medicine · doi:10.1097/acm.0b013e3182a352e6 · Cited by 20
Windschitl, M. (2001) · International Journal of Science Education · doi:10.1080/09500690150198188 · Cited by 23
Toward a psychology of behavioral contracting
Kirschenbdum, D. S., & Flanery, R. C. (1984) · Clinical Psychology Review · doi:10.1016/0272-7358(84)90008-4 · Cited by 20
McConnell, T. R., Laubach, C. A., Memon, M., Gardner, J. K., Klinger, T. A., & Palm, R. J. (2000) · The American Journal of Geriatric Cardiology · doi:10.1111/j.1076-7460.2000.80040.x · Cited by 22
Adolescents' self-perceptions of competence in life skill areas
Poole, M. E., & Evans, G. T. (1989) · Journal of Youth and Adolescence · doi:10.1007/bf02138798 · Cited by 20
“Self-efficacy thus influences many aspects of behavior--e.g., people who doubt their abilities tend to give up in the face of difficulty, while those who believe in themselves work harder to master challenges ( Bandura and Schunk, 1981 ).”
BackgroundPhelps, R. A., & Ellis, A. H. (2003) · International Conference on Computers in Education · doi:10.1109/cie.2002.1186143 · Cited by 19
“Informed by the literature surrounding metacognition and metalearning [9-11] and Ertmer and Newby’s [12] notion of ‘expert learners’, this research has entailed the development and refinement of a metacognitive approach to computer education.”
MethodMy Professor Cares: Experimental Evidence on the Role of Faculty Engagement
Carrell, S., & Kurlaender, M. (2020) · National Bureau of Economic Research · doi:10.3386/w27312 · Cited by 20
Tirosh, D., Tsamir, P., Levenson, E. S., et al. (2012) · Educational Studies in Mathematics · doi:10.1007/s10649-012-9458-y · Cited by 19
Motivational goal bracketing: An experiment
Koch, A. K., & Nafziger, J. (2017) · Journal of Economics Theory · doi:10.1016/j.jet.2019.104949 · Cited by 20
Crossley, S. A., Karumbaiah, S., Ocumpaugh, J. L., Labrum, M. J., & Baker, R. S. (2020) · Journal of Learning Analytics · doi:10.18608/jla.2020.71.3 · Cited by 20
“Studies on the relationship of interest to self-concept have often found that self-concept drives intrinsic interest in a given subject (Bandura & Schunk, 1981; Sansone, Weir, Harpster, & Morgan, 1992), with theorists suggesting that as self-efficacy increases, students feel safer investing effort…”
BackgroundYang, S., & Pu, R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.847342 · Cited by 24
Dynamic assessment of self-regulated learning in preschool
Moreira, J. S., Ferreira, P. C., & Simão, A. M. V. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e10035 · Cited by 19
“Furthermore, motivational variables, such as self-efficacy, were also included to explain the motivational engagement that is essential to SRL (Bandura and Schunk, 1981).”
BackgroundDoing Research: A New Researcher’s Guide
Hiebert, J., Cai, J., Hwang, S.-H., Morris, A., & Hohensee, C. (2022) · Research in mathematics education · doi:10.1007/978-3-031-19078-0 · Cited by 23
Momentary motivations for digital disconnection: an experience sampling study
Klingelhoefer, J., Gilbert, A., & Meier, A. (2024) · Journal of Computer-Mediated Communication · doi:10.1093/jcmc/zmae013 · Cited by 21
A New Perspective on Preferential Treatment: The Role of Ambiguity and Self-Efficacy
Brutus, S., & Ryan, A. M. (1998) · Journal of Business and Psychology · doi:10.1023/a:1022950705299 · Cited by 19
Self-Efficacy and Adult Development
Cervone, D., Artistico, D., & Berry, J. M. (2006) · Cited by 25
Employee behavioral options in problematic working conditions: response pattern analysis
Hsiung, H., & Yang, K. (2011) · The International Journal of Human Resource Management · doi:10.1080/09585192.2011.610340 · Cited by 18
“…in the first step (George and Jones 1997; Harrison, Newman and Roth 2006); the variables that influence active/passive attitudes (e.g. self-efficacy and locus of control) of employees would be the candidate antecedent variables in the second step (Bandura and Schunk 1981; Withey and Cooper 1989).”
BackgroundA motivação como prevenção da indisciplina
Eccheli, S. D. (2008) · Educar em Revista · doi:10.1590/s0104-40602008000200014 · Cited by 19
Loyola, S. (2010) · Critical Care Nursing Quarterly · doi:10.1097/cnq.0b013e3181c8e309 · Cited by 26
Effects of Goal Setting on Dietary and Physical Activity Changes in the Boy Scout Badge Projects
Latif, H., Watson, K., Nguyen, N. T., Thompson, D. I., Baranowski, J. C., Jago, R., Cullen, K. W., & Baranowski, T. (2011) · Health Education & Behavior · doi:10.1177/1090198110385774 · Cited by 19
Designing a Mobile Application for Conceptual Understanding
Dekhane, S., & Tsoi, M. Y. (2012) · International Journal of Mobile and Blended Learning · doi:10.4018/jmbl.2012070103 · Cited by 19
Kim, H., Lee, K., & Hong, Y. (2011) · Self and Identity · doi:10.1080/15298868.2011.561560 · Cited by 19
“Bandura & Schunk, 1981 ), thereby perpetuating undesirable states or disadvantaged status of the group (McCrea, 2008 ; Rhodewalt, Sanbonmatsu, Tschanz, Feick, & Waller, 1995 ).”
BackgroundInfluences of mastery goal and perceived competence on educational outcomes
Yeung, A. S., Craven, R. G., & Kaur, G. (2014) · Research Bank (Australian Catholic University) · Cited by 19
Lin, H. (2016) · Journal of Advanced Nursing · doi:10.1111/jan.12901 · Cited by 19
Act local but don’t think too global: The impact of ecological goal level on behavior
Moussaoui, L. S., & Desrichard, O. (2016) · The Journal of Social Psychology · doi:10.1080/00224545.2015.1135780 · Cited by 19
The Study on the factors related to Academic stress of Elementary and Middle School Students
오정희, & Hyeyon, S. (2013) · Korea Journal of Counseling · doi:10.15703/kjc.14.3.201306.1981 · Cited by 19
Mathematics Self-efficacy and Mistake-handling Learning as Predictors of Mathematics Anxiety
Aksu, Z., Özkaya, M., Gedi̇k, S. D., & KONYALIOĞLU, A. C. (2016) · Journal of Education and Training Studies · doi:10.11114/jets.v4i8.1533 · Cited by 22
“Self-efficacy is a notion that is related to the individual’s belief about how to do something that should be done and in which way he/she should organize that work (Bandura & Schunk, 1981: 587).”
A developmental extension to the multidimensional structure of interests.
Akkerman, D. M., Vulperhorst, J. P., & Akkerman, S. F. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000361 · Cited by 19
Zarch, M. K., & kadivar, P. (2009) · Cited by 18
Bergman, D. J. (2015) · The Teacher Educator · doi:10.1080/08878730.2015.1010054 · Cited by 23
“Increasing familiarity with recording options may help reduce anxiety and resistance to the classroom practice, enabling new teachers to selfregulate and proactively improve instruction (Bandura, 1997; Bandura & Schunk, 1981; Zimmerman, 2002; Zimmerman & Bandura, 1994).”
BackgroundElstad, E. (2008) · Learning Inquiry · doi:10.1007/s11519-008-0027-3 · Cited by 19
“Researchers can distinguish between self-set goals (Zimmerman 2000) and teacher-set goals ( Bandura and Schunk 1981 ).”
BackgroundRepeated exposure to the thin ideal and implications for the self: Two weight loss program studies
Klesse, A.-K., Goukens, C., Geyskens, K., & de Ruyter, K. (2012) · International Journal of Research in Marketing · doi:10.1016/j.ijresmar.2012.06.003 · Cited by 21
The Impact of non-Intellectual Variables on the Academic Success of Business Students
Nonis, S. A., Philhours, M., Syamil, A., & Hudson, G. I. (2005) · Marketing Education Review · doi:10.1080/10528008.2005.11488923 · Cited by 19
“, selfefficacy) plays a direct role in the academic performance of college students (Bandura and Schunk 1981; Multon, Brown, and Lent 1991; Schunk 1981; Zimmerman 1989).”
BackgroundKillen, J. D., & Robinson, T. N. (1988) · Review of Research in Education · doi:10.3102/0091732x015001171 · Cited by 19
Applied developmental psychology as an implementation of a life-span view of human development
Birkel, R. C., Lerner, R. M., & Smyer, M. A. (1989) · Journal of Applied Developmental Psychology · doi:10.1016/0193-3973(89)90020-8 · Cited by 19
AL-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-024-00253-5 · Cited by 19
“It, therefore, deserved special consideration in both learning and skill development (Bandura & Schunk, 1981).”
BackgroundShin, D. D. (2024) · Educational Psychology · doi:10.1080/01443410.2024.2372302 · Cited by 24
“…that promote mastery experience, such as encouraging students to set proximal and specific goals, providing feedback on students’ progress, and instructing students to use effective learning strategies, have shown positive results (e.g. Bandura & Schunk, 1981; for a review, see lee et al., 2020).”
Beliefs about language learning: Exploring links to personality traits
Bernat, E., & Carter, N. (2009) · UNSWorks (UNSW Sydney) · Cited by 18
Functional connectivity mediates the relationship between self-efficacy and curiosity
Li, Y., Huo, T., Zhuang, K., Li, S., Wang, X., Ren, Z., Liu, Q., & Qiu, J. (2019) · Neuroscience Letters · doi:10.1016/j.neulet.2019.134442 · Cited by 18
Barth, J., & Muehlfeld, K. S. (2021) · Management Review Quarterly · doi:10.1007/s11301-021-00248-3 · Cited by 24
“…results of past performances; ‘vicarious experiences’ through observation (and imitation) of (successful) others in similar situations; ‘verbal persuasion’ (talks with others about own abilities); ‘physiological and affective states’ (e.g., anxiety or stress) (e.g., Bandura and Schunk 1981).”
BackgroundAccess to online learning: Machine learning analysis from a social justice perspective
McIntyre, N. A. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11280-5 · Cited by 24
“It is not new insight that those with high self-efficacy in Mathematics tend to continue with Math learning in a virtuous circle (Bandura & Schunk, 1981).”
BackgroundAikens, M. L., & Kulacki, A. R. (2023) · CBE—Life Sciences Education · doi:10.1187/cbe.22-04-0076 · Cited by 20
“…we created a task-specific self-efficacy item similar in structure to task-specific items developed to measure mathematics self-efficacy, where students are given a specific math problem and asked how confident they are that they can solve it (Bandura and Schunk, 1981; Pajares and Graham, 1999).”
My Professor Cares: Experimental Evidence on the Role of Faculty Engagement
Carrell, S., & Kurlaender, M. (2023) · American Economic Journal Economic Policy · doi:10.1257/pol.20210699 · Cited by 17
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
