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 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
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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.
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Modeling and attributional effects on children's achievement: A self-efficacy analysis.
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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.
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Cited by
Sorted by citations
Items 1,001–1,100 of 2,552
Ainimazita, M., Darus, A. N., & Dali, M. H. (2013) · International Journal of Economics Business and Management Studies · Cited by 18
Gender Effects on Mathematics Achievement: Mediating Role of State and Trait Self-Regulation
Hong, E., O’Neil, H. F., & Feldon, D. F. (2004) · Cambridge University Press eBooks · doi:10.1017/cbo9780511614446.014 · Cited by 18
The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy
Oghyanous, P. A. (2017) · English Language Teaching · doi:10.5539/elt.v10n5p158 · Cited by 18
“‘self-efficacy beliefs’ is defined by Bandura and Schunk (1981) as people’s assessment of their abilities in organizing and executing ways of achievement necessary to do selected kinds of presentation.”
BackgroundBenefits and challenges with gamified multi-media physiotherapy case studies: a mixed method study
Chong, D. Y. K. (2019) · Archives of Physiotherapy · doi:10.1186/s40945-019-0059-2 · Cited by 21
“Another emotional need is self-efficacy, as it positively relates to motivation of learning and academic performance [34].”
BackgroundAn intervention to support mathematics self-efficacy in middle school
Falco, L. D. (2019) · Integrative and Interdisciplinary Curriculum in the Middle School · doi:10.1080/00940771.2019.1576580 · Cited by 21
“…goal-setting, and learning strategies as effective methods for increasing students ’ self-regulatory processes, academic motivation, and achievement (Bandura & Schunk, 1981; Bouffard-Bouchard, Parent, & Larivee, 1991; Lent, Brown, & Larking, 1984; Multon, Brown, & Lent, 1991; Schunk, 1989,…”
Gendered motivations and aspirations of university physics students in Finland
Barthelemy, R. S., & Knaub, A. V. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.010133 · Cited by 18
Yasué, M., Kirkpatrick, J., & Davison, A. (2020) · Conservation and Society · doi:10.4103/cs.cs_19_81 · Cited by 17
Eryılmaz, A. (2011) · Educational Sciences Theory & Practice · Cited by 18
Is Intrinsic Motivation Better Than Extrinsic Motivation?
Harpine, E. C. (2015) · Springer eBooks · doi:10.1007/978-3-319-19102-7_6 · Cited by 25
Savings, subgoals, and reference points
Colby, H., & Chapman, G. B. (2013) · Judgment and Decision Making · doi:10.1017/s1930297500004459 · Cited by 18
“Motivating savings can be difficult, as the long-term savings goal is typically much larger than the small steps that can be taken to reach it (Bandura & Schunk, 1981).”
BackgroundDesign for Off-task Interaction - Rethinking Pedagogy in Technology Enhanced Learning
Gulz, A., Silvervarg, A., & Sjödén, B. (2010) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt.2010.63 · Cited by 18
“The off-task conversation includes motivational comments while conveying generally positive attitudes towards math, to the intended effect of strengthening math self-efficacy [ 1 ].”
BackgroundHip fracture in older persons does self‐efficacy‐based intervention have a role in rehabilitation?
Allegrante, J. P., MacKenzie, C. R., Robbins, L. P., & Cornell, C. N. (1991) · Arthritis & Rheumatism · doi:10.1002/art.1790040108 · Cited by 18
Ashmore, R., & Banks, D. (1997) · International Journal of Nursing Studies · doi:10.1016/s0020-7489(97)00025-4 · Cited by 18
Motivational and Cognitive Aspects of Learning Disabilities
Kistner, J. A., & Torgesen, J. K. (1987) · Springer eBooks · doi:10.1007/978-1-4613-9826-4_8 · Cited by 18
Too little or too much? Actionable Advice in an Early-Childhood Text Messaging Experiment
Cortes, K. E., Fricke, H., Loeb, S., & Song, D. (2018) · National Bureau of Economic Research · doi:10.3386/w24827 · Cited by 22
Patra, E., Κοκκινοπούλου, Ά., Wilson-Barnes, S., Hart, K. H., Gymnopoulos, L. P., Tsatsou, D., Solachidis, V., Dimitropoulos, K., Rouskas, K., Argiriou, A., et al. (2024) · Life · doi:10.3390/life14101238 · Cited by 19
“Additionally, the PROTEIN app and broader ecosystem established a framework for future research, leveraging AI in personalised nutrition and physical activity digital interventions.”
MethodLancaster, A. L., Dillow, M. R., Ball, H., Borchert, K., & Tyler, W. J. C. (2016) · Southern Communication Journal · doi:10.1080/1041794x.2015.1089926 · Cited by 17
“When efficacy and behavior are incongruent, misapprehensions of efficacy may be to blame (e.g., Bandura & Schunk, 1981; Schunk, 1981), perhaps because individuals do not have enough relevant experience to accurately evaluate their efficacy with regard to a particular behavior (Bandura, 1986).”
BackgroundLinking social skills and adjustment
Kamper‐DeMarco, K. E., Shankman, J. L., Fearey, E., Lawrence, H. R., & Schwartz‐Mette, R. A. (2020) · Elsevier eBooks · doi:10.1016/b978-0-12-817752-5.00003-2 · Cited by 18
Oyebode, O., & Orji, R. (2022) · Behaviour and Information Technology · doi:10.1080/0144929x.2022.2112612 · Cited by 19
“Con fi dent people tend to believe they can e ff ectively achieve their goals through their actions (Bandura 1977; Bandura and Schunk 1981).”
BackgroundSu, Y., Liang, J., Zheng, C., & Tsai, C. (2023) · Journal of Second Language Writing · doi:10.1016/j.jslw.2023.100972 · Cited by 20
Wang, X., Dai, M., & Short, K. M. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00502-6 · Cited by 27
“Self-efficacy is an internal desire to overcome challenges, produce high-quality work, or interact with others (Bandura & Schunk, 1981).”
BackgroundMartin, L. (2012) · Bulletin of the Council for Research in Music Education · doi:10.5406/bulcouresmusedu.191.0045 · Cited by 17
The Coach's Impact on Long Distance Runners' Training and Competition Motivation
Goose, M., & Winter, S. (2012) · International Journal of Sports Science & Coaching · doi:10.1260/1747-9541.7.2.383 · Cited by 19
“However, Bandura and Schunk [50] propose that upon experiencing a positive episode, self-efficacy and motivation increase.”
BackgroundObergriesser, S., & Stoeger, H. (2015) · High Ability Studies · doi:10.1080/13598139.2015.1100980 · Cited by 17
“Students who set goals for themselves perform significantly better, for instance, in writing tasks (Zimmerman & Kitsantas, 1999) or mathematics (Bandura & Schunk, 1981).”
BackgroundFears, discrimination and perceived workplace promotion
Sheaffer, Z., Levy, S., & Navot, E. (2017) · Baltic Journal of Management · doi:10.1108/bjm-05-2017-0165 · Cited by 23
“Bandura and Schunk (1981) identified self-efficacy as related positively to intrinsic interest.”
BackgroundEngineering Motivation Using the Belief-Expectancy-Control Framework
E. Clark, R., & Saxberg, B. (2018) · Interdisciplinary Education and Psychology · doi:10.31532/interdiscipeducpsychol.2.1.004 · Cited by 17
Ma, L., Du, X., & Liu, J. (2018) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2018-0009 · Cited by 21
CULTURAL FACTORS IN LEARNING MATHEMATICS: THE CASE ON ACHIEVEMENT LEVEL AMONG BADJAO STUDENTS
Casinillo, L. F., Camulte, M. C., Raagas, D. L., et al. (2020) · IJIET (International Journal of Indonesian Education and Teaching) · doi:10.24071/ijiet.v4i1.2345 · Cited by 17
“Many studies supports that their level of achievement in mathematics is affected by their learning experiences, beliefs, value practices and exposure to technology-related instructional materials in mathematics (Gbore, 2006; Kunal, 2008, Nathan, 2008; Uslu, 2018).”
BackgroundResultStudent’s Self-Efficacy in Reading – Connecting Theory to Practice
Ortlieb, E., & Schatz, S. (2020) · Reading Psychology · doi:10.1080/02702711.2020.1783146 · Cited by 31
The interplay of academic efficacy and goal orientation toward academic achievement
Suprayogi, M. N., Ratriana, L., & Wulandari, A. P. J. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1175/1/012132 · Cited by 19
McMichael, S. L., Bixter, M. T., Okun, M. A., Bunker, C. J., Graudejus, O., Grimm, K. J., & Kwan, V. S. Y. (2021) · Personality and Social Psychology Bulletin · doi:10.1177/01461672211015888 · Cited by 17
“Specific and proximal goals, as compared to vague and distal goals, have greater impact (Bandura & Schunk, 1981).”
BackgroundFactors Influencing the Adoption of Payment Banks in India Using an Extended TAM
Kaur, J., Kaur, S., Syan, A. S., & Sharma, R. R. (2020) · Asia-Pacific Journal of Management Research and Innovation · doi:10.1177/2319510x211013598 · Cited by 17
“As per the theory of self-efficacy, low self-efficacy can hinder the adoption of a technology (Bandura & Schunk, 1981).”
MethodIncreasing Level of Aspiration by Matching Construal Level and Temporal Distance
Fessel, F. (2010) · Social Psychological and Personality Science · doi:10.1177/1948550610381788 · Cited by 17
“Although some research has found that construing goals concretely as opposed to abstractly is beneficial in goal pursuit (Bandura & Schunk, 1981; Locke & Latham, 1990; Pham & Taylor, 1999; Stock & Cervone, 1990), other research has found the opposite (Kanfer & Ackerman, 1989; Kirschenbaum,…”
ResultLorant-Royer, S., Spiess, V., Goncalves, J., & Lieury, A. (2008) · Bulletin de psychologie · doi:10.3917/bupsy.498.0531 · Cited by 19
Korat, O., & Schiff, R. (2005) · Journal of Literacy Research · doi:10.1207/s15548430jlr3703_2 · Cited by 18
Pickford, R. (2015) · Journal of Perspectives in Applied Academic Practice · doi:10.14297/jpaap.v4i2.198 · Cited by 19
“The appropriateness and level of challenge is important, as being able to effectively perform an activity that is stretching plays a role in development of self-efficacy (Bandura & Schunk, 1981).”
BackgroundDiNapoli, J. (2019) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/5747 · Cited by 18
“…not giving up is considered closer to the moment, as observable engagement during problem-solving to accomplish shortterm, in-the-moment goals (see Bandura & Schunk, 1981; Gallagher & De Lisi, 1994; Middleton, Tallman, Hatfield, & Davis, 2015; Sansone, Wiebe, & Morgan, 1999; Warshauer, 2014).”
BackgroundA mixed-methods study on the values and motivations of voluntourists
Francis, D. A., & Yasué, M. (2019) · Tourism Recreation Research · doi:10.1080/02508281.2019.1594574 · Cited by 17
“Second, such programmes designed for self-transcendent volunteers should strive to enhance feelings of personal self-efficacy (Bandura & Schunk, 1981) through enhanced training opportunities (Raymond & Hall, 2008) as well as assigning tasks that unskilled participants can competently execute.”
BackgroundSocial Learning Theory and Family Psychopathology
Robinson, E. A., & Jacobson, N. S. (1987) · Springer eBooks · doi:10.1007/978-1-4899-0840-7_4 · Cited by 17
Teachers' acceptance of strategies for increasing students' achievement motivation
Kurita, J. A., & Zarbatany, L. (1991) · Contemporary Educational Psychology · doi:10.1016/0361-476x(91)90023-e · Cited by 17
Motivating School Teachers to Learn: can ICT add value?
Carneiro, R. (2006) · European Journal of Education · doi:10.1111/j.1465-3435.2006.00274.x · Cited by 17
Michaelides, M. P. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v6i14.1264 · Cited by 17
“Unlike distant or general goals, providing proximal goals in a subtraction program raised children’s motivation, self-efficacy and acquired skills (Bandura & Schunk, 1981).”
BackgroundContinuities between Motivation Research and Whole Language Philosophy of Instruction
Bergin, D. A., & LaFave, C. (1998) · Journal of Literacy Research · doi:10.1080/10862969809548003 · Cited by 17
“One of the studies done with young children (Bandura & Schunk, 1981) showed strong effects for 7 to 10 year olds, but it used individualized instruction that was a far cry from a whole language approach.”
BackgroundEFFECTS OF ONGOING CURRICULUM-BASED MEASUREMENT ON STUDENT AWARENESS OF GOALS AND PROGRESS
Fuchs, L. S. (1989) · Education and Treatment of Children · Cited by 17
Goal Setting and Its Application With Exceptional Learners
Johnson, L. A., & Graham, S. (1990) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.1990.9944567 · Cited by 17
Multifaceted Therapeutic Interventions With the Violent Psychiatric Inpatient
Davis, D. L., & Boster, L. (1988) · Psychiatric Services · doi:10.1176/ps.39.8.867 · Cited by 17
Taylor, J. (1989) · Cognitive Therapy and Research · doi:10.1007/bf01178490 · Cited by 16
“…performance in a variety of domains, including phobic behavior (Bandura, Adams, & Beyers, 1977; Bandura, Reese, & Adams, 1982), school performance (Bandura & Schunk, 1981). cognitive skills (Brown & Inouye, 1978), and physical performance (Weinberg, Gould, & Jackson, 1979; Weinberg, Yukelson, &…”
BackgroundInfluentialBEHAVIOURALLY‐BASED PRINCIPLES AS GUIDELINES FOR HEALTH PROMOTION
Lee, C., & Owen, N. G. (1985) · Community Health Studies · doi:10.1111/j.1753-6405.1985.tb00474.x · Cited by 17
An analytic framework for assessing distinctive course features within and across grade levels
Strage, A. A., Tyler, A. B., Rohwer, W. D., et al. (1987) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(87)80002-4 · Cited by 17
Mete, P. (2021) · International Journal of Technology in Education and Science · doi:10.46328/ijtes.180 · Cited by 23
“Individuals with high self-efficacy have a positive tendency to participate in an activity while individuals with low self-efficacy have a negative tendency to do so (Bandura, 1977; Bandura & Schunk, 1981; Tipton & Worthington, 1984).”
BackgroundAlexopoulos, A. N., Paolucci, P., Sotiriou, S. A., et al. (2021) · Smart Learning Environments · doi:10.1186/s40561-021-00169-4 · Cited by 16
“Since self-efficacy, a typical element of intrinsic motivation (Bandura & Schunk, 1981), has been found to correlate with both types of creativity, and especially with act (Conradty & Bogner, 2019), the gender gap in science motivation and creativity observed in this study may not be as unexpected…”
BackgroundMaftei, A., Grigore, A.-N., & Merlici, I.-A. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09796-w · Cited by 22
The role of emotions in food consumption choice: Systematic review and directions for future studies
Khoshghadam, L., & Rajabi, R. (2024) · International Journal of Consumer Studies · doi:10.1111/ijcs.13006 · Cited by 20
Hilberg, R. S., Doherty, R. W., Epaloose, G., & Tharp, R. G. (2004) · Cambridge University Press eBooks · doi:10.1017/cbo9780511616419.003 · Cited by 16
The Effect of Community Type on Knowledge Sharing Incentives in Online Communities: A Meta-analysis
Abouzahra, M., & Tan, J. (2014) · Proceedings of the ... Annual Hawaii International Conference on System Sciences/Proceedings of the Annual Hawaii International Conference on System Sciences · doi:10.1109/hicss.2014.224 · Cited by 16
Relations between general goal orientations and task‐specific self‐appraisals
Tanaka, K. (2007) · Japanese Psychological Research · doi:10.1111/j.1468-5884.2007.00350.x · Cited by 17
Goals as Reference Points: Empirical Evidence from a Virtual Reward System
von Rechenberg, T., Gutt, D., & Kundisch, D. (2016) · Decision Analysis · doi:10.1287/deca.2016.0331 · Cited by 15
“…of experiments covering a wide range of both physical (e.g., lifting weight or squeezing a grip) and cognitive tasks (e.g., calculus or brainstorming) (e.g., Ness & Patton 1979, Botterill 1977, Bryan & Locke 1967, Bandura & Schunk 1981, Garland 1982) showed that goals consistently increase effort.”
BackgroundRelation Between Classroom Social Goal Structures and Academic Motivations :
OHTANI, K., Okada, R., Nakaya, M., & Ito, T. (2016) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.64.477 · Cited by 16
Identity and Self-Control: Linking Identity-Value and Process Models of Self-Control
O’Leary, D., Uusberg, A., & Gross, J. J. (2017) · Psychological Inquiry · doi:10.1080/1047840x.2017.1337404 · Cited by 14
“Research on the benefits of setting proximal rather than distal goals could be used in interventions at this stage to remedy this problem (Bandura & Schunk, 1981; Bandura & Simon, 1977).”
BackgroundMethodRole Models and Inspirations of LGBT+ Scientists
Ferguson, L., & Seery, M. K. (2021) · Journal of Chemical Education · doi:10.1021/acs.jchemed.1c00514 · Cited by 16
Islam, A. Y. M. A. (2018) · IGI Global eBooks · doi:10.4018/978-1-5225-5201-7.ch027 · Cited by 16
Matheson, D., & Spranger, K. (2001) · Journal of Nutrition Education · doi:10.1016/s1499-4046(06)60004-3 · Cited by 16
Mizutani, M., Tashiro, J., Maftuhah, Sugiarto, H., Yulaikhah, L., & Carbun, R. (2015) · Nursing and Health Sciences · doi:10.1111/nhs.12212 · Cited by 16
Ortaokul Öğrencilerinin Problem Kurmaya Yönelik Beceri ve Öz Yeterlik İnançlarının İncelenmesi
Özgen, K., & Bayram, B. (2020) · Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi/Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi · doi:10.33711/yyuefd.693817 · Cited by 16
Fitzgerald, S. T. (1991) · AAOHN Journal · doi:10.1177/216507999103901202 · Cited by 32
Abdollahi, A., Henthorn, C., & Pyszczynski, T. (2009) · Behavioral Sciences of Terrorism and Political Aggression · doi:10.1080/19434470903319466 · Cited by 16
Asking Students about the Nature of Their Reading Difficulties
Miller, S. D., & Yochum, N. (1991) · Journal of Reading Behavior · doi:10.1080/10862969109547754 · Cited by 16
Future Time Orientation and Relationships With the Opposite Sex
Öner-Özkan, B. (2000) · The Journal of Psychology · doi:10.1080/00223980009600870 · Cited by 16
Developing and Assessing Self-Regulated LearningPreprint
Magno, C. (2009) · SSRN Electronic Journal · Cited by 16
Examining Agency, Expertise, and Roles of AI Systems in AI-Mediated Communication
Mieczkowski, H., & Hancock, J. (2022) · doi:10.31219/osf.io/asnv4 · Cited by 16
Hartwich, L., Radke, H. R. M., Kutlaca, M., & Becker, J. C. (2022) · Social Psychological and Personality Science · doi:10.1177/19485506221093108 · Cited by 16
“This is in line with motivation research, which has found that setting proximal goals increases self-efficacy in individuals (Bandura & Schunk, 1981).”
ResultOe, N., & Tadaka, E. (2023) · BMC Public Health · doi:10.1186/s12889-023-16774-6 · Cited by 15
“However, to date, studies have been limited to general self-efficacy [23–26], or to specific self-efficacy in the context of volunteering [27, 28] or social participation by people with mental illness [29].”
BackgroundChildren's Self-Efficacy Scale: Initial Psychometric Studies
Martinelli, S. D. C., Bartholomeu, D., Caliatto, S. G., & Sassi, A. D. G. (2008) · Journal of Psychoeducational Assessment · doi:10.1177/0734282908325551 · Cited by 15
“This influence takes place not only directly but also by its impact on the processes of motivation, selfregulation and self-perception, and expectation of results as well as making choices and defining interests (Bandura & Schunk, 1981; Pajares & Valiante, 1997; Schunk, 1995).”
BackgroundStudents' Management of Goals in the Natural Classroom Setting: Methodological Implications
de Lemos, M. S., & Gonçalves, T. (2004) · European Psychologist · doi:10.1027/1016-9040.9.4.198 · Cited by 15
Toward a Comprehensive Theoretical Framework for Designing Digital Badges
Wills, C., & Xie, Y. (2016) · Springer eBooks · doi:10.1007/978-3-319-15425-1_14 · Cited by 16
Why Some Community College Students Choose Engineering and Some Don't
Anderson-Rowland, M. R., Rodríguez, A., & Grierson, A. E. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--22756 · Cited by 15
Dirmanchi, N., & Khanjani, M. S. (2019) · Iranian Journal of Psychiatry and Clinical Psychology · doi:10.32598/ijpcp.25.2.150 · Cited by 15
“Also, self-efficacy is a concept derived from the social cognitive theory of Albert Bandura [13].”
MethodJob Assessment Through Bioelectrical Measures: A Neuromanagement Perspective
Zito, M., Bilucaglia, M., Fici, A., Gabrielli, G., & Russo, V. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.673012 · Cited by 18
“This resource can be useful in the mastery of challenging tasks and in the management of behavior during the job interview (Bandura and Schunk, 1981; Tay et al., 2006), with important consequences on work engagement (Barbier et al.”
BackgroundThe Optimistic Self-Efficacy Beliefs of Studentswith Learning Disabilities
Klassen, R. M. (2008) · Exceptionality Education International · doi:10.5206/eei.v18i1.7617 · Cited by 17
“…— overconfi dence (or underconfi dence) about capabilities to perform a task — may develop from faulty task analysis or from a lack of self-knowledge (Bandura & Schunk, 1981), two problems believed to affect students with learning disabilities (Butler, 1998; Meltzer et al., 1998; Swanson, 1989).”
BackgroundErzen, E., & Odacı, H. (2014) · Educational Psychology · doi:10.1080/01443410.2014.923555 · Cited by 15
“…component of Bandura’s social theory, is associated with such characteristics as the individual’s performance (Bandura, 1982; Bandura & Cervone, 1983; Bandura & Schunk, 1981), incentivisation (Bandura & Cervone, 1983), academic success (Afari, Ward, & Khine, 2012; Ferla, Valcke, & Cai, 2009),…”
BackgroundChildren's Self-Efficacy Beliefs, Goal-Setting Behaviors, and Self-Regulated Learning
Shih, S. (2002) · Cited by 15
Sims, C. M. (2014) · International Coaching Psychology Review · doi:10.53841/bpsicpr.2014.9.2.147 · Cited by 15
“Breaking a large task down into manageable sub-goals is shown to increase mastery by providing incremental goals that can be achieved (Bandura & Schunk, 1981).”
BackgroundThe emergence of motives in liminal hotspots
Nissen, M., & Sørensen, K. S. (2017) · Theory & Psychology · doi:10.1177/0959354317698251 · Cited by 16
“This is assumed to be motivating, because, in Albert Bandura’s terms, it helps to develop Carl’s self-efficacy (Bandura & Schunk, 1981).”
BackgroundMethodMeasurement Model and Adaptation of a Self-Efficacy Scale for Mathematics in University Students
Castro, S. B. E., Castillo, M. A. S., Quiroz, C. O. A., & Hernández, L. F. B. (2020) · SAGE Open · doi:10.1177/2158244019899089 · Cited by 16
“Bandura and Schunk (1981) point out that beliefs of self-efficacy are given in the context of individuals, they do not exist as an innate interest to engage in some type of activities or experience; Having a goal and establishing some reference standards occurs in an internal comparison process…”
BackgroundGamlem, S. M., Kvinge, L. M., Smith, K., Engelsen, K. S., & Hansen, V. L. (2019) · Cogent Education · doi:10.1080/2331186x.2019.1676568 · Cited by 19
“A study by Bandura and Schunk (1981) found that students’ mathematical self-efficacy beliefs were predictive of their choice of engaging in subtraction problems rather than other tasks.”
BackgroundFrank, J. L. (2020) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732219898703 · Cited by 23
“Educators and researchers have long suggested that these “nonacademic” skills are an important causal factor in student success (Ames & Archer, 1988; Bandura & Schunk, 1981; Zimmerman, 1990).”
BackgroundSkaalvik, E. M. (2004) · Psychological Reports · doi:10.2466/pr0.95.7.1187-1202 · Cited by 15
The effect of induced mood states on performance profile areas of perceived need
Doyle, J., & Parfitt, G. (1999) · Journal of Sports Sciences · doi:10.1080/026404199366217 · Cited by 15
“In general, these judgements have been found to predict accurately performances on the speciWc activities (Bandura, 1977; Bandura et al., 1977, 1980; Bandura and Schunk, 1981).”
BackgroundMartinez, N., & Costalat-Founeau, A.-M. (2005) · Connexions · doi:10.3917/cnx.083.0149 · Cited by 15
Schunk, D. H. (1988) · Cited by 15
Self-citationSocial Cognitive Theories of Personality
Williams, S. L., & Cervone, D. (1998) · The Plenum series in social/clinical psychology · doi:10.1007/978-1-4419-8580-4_8 · Cited by 16
Integrating Technology: Attitudes as a Determinant of the Use of Microcomputers
Fann, G. L., Lynch, D. H., & Murranka, P. A. (1989) · Journal of Educational Technology Systems · doi:10.2190/tr9n-vprg-fgra-afr2 · Cited by 15
김보경, & Jyung, C.-Y. (2012) · Journal ofAgricultural Education and Human Resource Development · doi:10.23840/agehrd.2012.44.2.49 · Cited by 15
Demirdöken, G. (2021) · International Journal of Aviation Aeronautics and Aerospace · doi:10.15394/ijaaa.2021.1571 · Cited by 14
Liu, M., Zuo, J., Tao, Y., Zhao, L., Wu, S., Feng, L., & Liao, L. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.105248 · Cited by 19
Qureshi, F. H., Khawaja, S., Sokić, K., Bach, M. P., & Meško, M. (2024) · Systems · doi:10.3390/systems12080281 · Cited by 15
An ironic effect of monitoring closeness
Shapira, O., Gundar-Goshen, A., Liberman, N., & Dar, R. (2013) · Cognition & Emotion · doi:10.1080/02699931.2013.794771 · Cited by 14
“Research in education also supports the notion that setting specific goals improves performance when coupled with feedback on progress (Bandura & Schunk, 1981; Kulik & Kulik, 1988).”
BackgroundStudents’ Affective Learning in a Technologically Mediated Writing and Speaking Course
Gaffney, A. L. H., & Kercsmar, S. E. (2016) · Journal of Business and Technical Communication · doi:10.1177/1050651916636371 · Cited by 15
“Self-efficacy is positively related to job performance (Stajkovic & Luthans, 1998), task choice (Bandura & Schunk, 1981; Zimmerman, 1985), effective study habits, and academic achievement (Thomas, Iven-tosch, & Rohwer, 1987).”
BackgroundLinking Motivational Leadership with Creativity
Thrassou, A., Orfanos, D., & Tsoukatos, E. (2018) · Palgrave studies in cross-disciplinary business research, in association with EuroMed Academy of Business · doi:10.1007/978-3-319-90945-5_5 · Cited by 14
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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