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-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.
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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 1,201–1,300 of 2,552
Skarin, F., Wästlund, E., & Gustafsson, H. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.688192 · Cited by 12
Baaij, A., Væth, M., Özok, A. R., Visscher, C. M., & Kirkevang, L. (2021) · International Endodontic Journal · doi:10.1111/iej.13626 · Cited by 10
Reflective learning as an important key to the success of an online course
Weng, C., Puspitasari, D., Rathinasabapathi, A., & Kuo, A. (2021) · Behaviour and Information Technology · doi:10.1080/0144929x.2021.1988145 · Cited by 11
“Many years before, Bandura and Schunk (1981) also explained that self-efficacy was positively related to performance and intrinsic motivation because individual objectives or perspectives on what is ideal do not instinctively activate the evaluative process that affects one’s behaviour.”
BackgroundRose, D., Sigrist, C., & Alessandri, E. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.740775 · Cited by 11
“Self-efficacy has been linked to success in study and work, as well as good health and wellbeing in terms of motivating and maintaining behaviors, and appraising one’s own competencies to plan, act and achieve one’s desired goals (Bandura and Schunk, 1981; Dweck and Master, 2012).”
BackgroundAgner, J., Meyer, M. S., Kaukau, T. M., Liu, M., Nakamura, L., Botero, A., & Sentell, T. L. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20010837 · Cited by 11
“Conversely, self-efficacy, the belief that one is capable to make and execute decisions for themselves to succeed in different environments and situations [24], has been associated with higher health literacy [24,25].”
BackgroundSentiment Analysis: Sekolah Tatap Muka in the New Normal Era
Suprianto, S., Niswaty, R., Arhas, S. H., Rahman, N., & Salam, R. (2022) · Jurnal Ilmiah Ilmu Administrasi Publik · doi:10.26858/jiap.v12i1.33020 · Cited by 11
“…but is not limited to, financial expenses(Strecher & Rosenstock, 1997) Health Belief Model adopts the theory of Rosenstock et al.(1988)and (Bandura & Schunk(1981)The negative sentiment of “Sekolah tatap muka” is presented in Figure 4: For students and parents (person) not to be involved…”
BackgroundYildirim, T. P. (2011) · D-Scholarship@Pitt (University of Pittsburgh) · Cited by 11
Should goal-strivers think about “why” or “how” to strive? It depends on their skill level
Ferguson, Y. L., & Sheldon, K. M. (2010) · Motivation and Emotion · doi:10.1007/s11031-010-9174-9 · Cited by 12
“Studies show that students who are given a novel or difficult task express higher expectations that they will succeed when their concrete and proximal focus, rather than an abstract and distal focus, is facilitated (Bandura and Schunk 1981; Zimmerman and Kitsantas 1997).”
BackgroundInfluentialCoetzer, G. H., & Trimble, R. (2010) · American Journal of Business · doi:10.1108/19355181201000002 · Cited by 11
Byrne-Davis, L. M. T., Byrne, G. J., Jackson, M. J., Abio, A., McCarthy, R., Slattery, H., Yuill, G., Stevens, A., Townsend, J., Armitage, C. J., et al. (2015) · Journal of Nursing Education and Practice · doi:10.5430/jnep.v6n3p59 · Cited by 11
“There is ample evidence that confidence, or self-efficacy, is increased by persuasive messages and mastery experiences.[28] The MAIM c © courses are likely to have been increased in their efficacy by a) persuasive messages that participants can implement this programme effectively and b) increasing the sense of “maste…”
BackgroundGately, N., Rock, S., Britton, K. F., et al. (2017) · International Journal of Higher Education · doi:10.5430/ijhe.v6n2p121 · Cited by 11
“Students’ motivation to study has been explored extensively in earlier literature (Bandura & Schunk, 1981; Weiner, 2001; Wigfield & Eccles, 2000).”
BackgroundMuwonge, C. M., Schiefele, U., Ssenyonga, J., et al. (2017) · Journal of Psychology in Africa · doi:10.1080/14330237.2017.1399973 · Cited by 11
“Previous studies have demonstrated that provision of immediate feedback convey a sense of mastery to the learner (Pajares, 2002), and improves on students’ achievement and efficacy to accomplish a given task (Bandura & Schunk, 1981; Schunk, 1983) .”
BackgroundWoodham, L. A., Round, J. E. C., Stenfors, T., Bujacz, A., Karlgren, K., Jivram, T., Петрович, Р. В., Poulton, E., & Poulton, T. (2019) · PLoS ONE · doi:10.1371/journal.pone.0215597 · Cited by 15
“The attainability and proximity of these goals in relation to the current task is key when considering learner motivation; achievable, proximal goals closely related to a task are known to trigger heightened learner motivation to complete said task, while loose and unrelated goals serve only to demotivate effort [37].”
BackgroundKusumaningrum, G. P. D., Haryono, S., & HANDARI, R. S. (2020) · Journal of Asian Finance Economics and Business · doi:10.13106/jafeb.2020.vol7.no12.995 · Cited by 16
“Bandura and Schunk (1989) suggest that SE is very important in driving motivation in each individual and in achieving predetermined performance.”
BackgroundKarim, M. W., Haque, A., Ulfy, M. A., & Hossin, S. (2021) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v10-i2/9546 · Cited by 11
“Self-efficacy is described as one's judgment about how well different courses of action can be carried out in various prospective circumstances with many unforeseeable and challenging elements (Bandura & Schunk, 1981).”
BackgroundOrakçı, Ş., Durnalı, M., & Toraman, Ç. (2022) · Malaysian Online Journal of Educational Technology · doi:10.52380/mojet.2022.10.2.236 · Cited by 13
“Bandura and Schunk (1981) reported that self-efficacy and intrinsic interest were positively correlated with learning outcomes.”
BackgroundApplying a Common Factors Perspective to Sex Therapy
Donahey, K. M., & Miller, S. D. (2000) · Journal of Sex Education and Therapy · doi:10.1080/01614576.2000.11074354 · Cited by 11
“…example, research from several fields which indicates that goals specified in small, concrete, specific, and behavioral terms, and which clients perceive as both desirable and attainable, are more likely to influence their behavior in the desired direction (Bandura & Schunk, 1981; Miller, 1987).”
BackgroundPersonal Goals and Personal Agency
King, L. A. (1998) · Springer eBooks · doi:10.1007/978-1-4757-2901-6_5 · Cited by 11
Executive Information Systems Use in Organisational Contexts
Ditsa, G. E. M. (2003) · IGI Global eBooks · doi:10.4018/978-1-93177-741-4.ch008 · Cited by 11
Lee, Y., Ham, B., Lee, K., et al. (2006) · Korean journal of medical education · doi:10.3946/kjme.2006.18.3.249 · Cited by 11
“자기 효능감은 활동선택, 노력수준, 지속성과 같은 학업 동기 관련 요인들과 상관성을 보였고 학업동기와 학업성취도를 예측하는데 있어 수렴타당도와 변별 타당도가 있다고 한다 (Bandura, 1997; Bandura & Schunk, 1981; Zimmerman & Kitsantas, 1999; Pajares & Kranzler, 1995; Siegel et al, 1985; Zimmerman, 2000).”
Frames of Reference for Self-Evaluation of Ability in Mathematics
Skaalvik, S., & Skaalvik, E. M. (2004) · Psychological Reports · doi:10.2466/pr0.94.2.619-632 · Cited by 11
The Multinational Undergraduate Teamwork Project
Escudeiro, N., & Escudeiro, P. M. (2012) · Industry and Higher Education · doi:10.5367/ihe.2012.0104 · Cited by 11
“…social support have enabled the roles of perception and social support to be defined, detailed and understood as strongly predictive factors of well-being (Antonucci and Israel, 1986; Cohen, 1988) and of individual adjustment (Bandura and Schunk, 1981; Cutrona, 1986; Cutrona et al, 1994).”
BackgroundTeo, H., & Wei, K. (2001) · Journal of Educational Computing Research · doi:10.2190/68gt-d3p4-0uj3-5j69 · Cited by 11
“People with strong self-efficacy beliefs exert greater efforts to master a challenge while those with weak self-efficacy beliefs are likely to reduce their efforts or even quit (Bandura & Schunk, 1981; Brown & Inouyne, 1978).”
BackgroundIntrinsic Motivation and the Acquisition and Maintenance of Four Experiential States
Reeve, J. (1989) · The Journal of Social Psychology · doi:10.1080/00224545.1989.9712093 · Cited by 11
Özdemir, İ. E. Y., & Pape, S. J. (2013) · School Science and Mathematics · doi:10.1111/ssm.12022 · Cited by 11
Foreign language anxiety on a massive open online language course
Bárkányi, Z., & Melchor-Couto, S. (2017) · doi:10.14705/rpnet.2017.eurocall2017.683 · Cited by 11
“Self-efficacy beliefs refer to people’s perceived ability to perform in specific contexts (Bandura & Schunk, 1981).”
BackgroundConceptualizing Goals in Motivation and Engagement
Nolen, S. B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.024 · Cited by 11
Hom, C. L., Samson, D. A., Cebon, P. B., & Cregan, C. (2019) · Asia Pacific Journal of Management · doi:10.1007/s10490-019-09693-x · Cited by 13
VISUAL GENDER AND ITS MOTIVATIONAL AND COGNITIVE EFFECTS - A USER STUDY
Gulz, A., Haake, M., & Tärning, B. (2008) · Lund University Publications (Lund University) · Cited by 11
Patterns of self-disclosure among mental health nursing students
Ashmore, R., & Banks, D. (2001) · Nurse Education Today · doi:10.1054/nedt.2000.0507 · Cited by 11
Scarpati, S., Malloy, T. E., & Fleming, R. K. (1996) · Learning Disability Quarterly · doi:10.2307/1511049 · Cited by 11
The Role of Self‐Processes in Applied Social Psychology
Covington, M. V. (1985) · Journal for the Theory of Social Behaviour · doi:10.1111/j.1468-5914.1985.tb00060.x · Cited by 11
Combining personality variables and goals to predict performance
McIntire, S. A., & Levine, E. L. (1991) · Journal of Vocational Behavior · doi:10.1016/0001-8791(91)90031-g · Cited by 11
Mone, M. A., & Baker, D. D. (1992) · Human Performance · doi:10.1207/s15327043hup0503_3 · Cited by 11
Sun, W. Y., & Wu, J. (1997) · Journal of the American College of Nutrition · doi:10.1080/07315724.1997.10718662 · Cited by 11
Norwich, B. (1994) · Educational Psychology · doi:10.1080/0144341940140304 · Cited by 11
Bernier, M., & Poser, E. G. (1984) · Rehabilitation Psychology · doi:10.1037/h0090989 · Cited by 11
Self-Directed Learning and Academic Achievement in Secondary Online Students.
Carson, E. H. (2012) · ProQuest Demo Repository · Cited by 11
Wang, T., & Rajprasit, K. (2015) · English Language Teaching · doi:10.5539/elt.v8n4p1 · Cited by 10
“As a result, they can design their study plan more accurately, and they will know what to study, how much effort they will need to expend, and how long it will take them to overcome obstacles (Bandura & Schunk, 1981; Hsieh & Kang, 2010; Mori, 1999; Weiner, 1985).”
BackgroundA Review on Factors Impinges Computer Usage in Education
Kumar, N., Rose, R. C., & D’Silva, J. L. (2008) · Journal of Social Sciences · doi:10.3844/jssp.2008.146.157 · Cited by 10
“Bandura and Schunk [58] defined self-efficacy as being concerned with judgments about how well one can organize and execute courses of action required to deal with prospective situations concerning many ambiguous, unpredictable and often stressful elements.”
BackgroundThe Implications of University Outcome Expectations for Student Adjustment
Bergin, A. J., & Jimmieson, N. L. (2017) · Journal of college student development · doi:10.1353/csd.2017.0058 · Cited by 10
Thomas, E. C., Read, H., Neumann, N., Zagorac, S., Taylor, C., Kramer, I., Fisher, R. M., & DeAngelis, T. M. (2022) · Early Intervention in Psychiatry · doi:10.1111/eip.13359 · Cited by 11
“…civic, and leisure engagement (World Health Organization, 2001), facilitates this process (Martel & Fuchs, 2017) and contributes to identity development, goal-directed behaviour, and feelings of competence and self-efficacy (Bandura & Schunk, 1981; Berzonsky, 2003; Holland & Lachicotte, 2007).”
BackgroundΑντωνιάδου, Μ., & Kanellopoulou, A. (2024) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe14030049 · Cited by 12
“This aligns with the notion that the decision-making process goes beyond merely setting goals and underscores the significance of a holistic approach that incorporates personal values and ethical considerations [49–51].”
BackgroundRelações entre autoeficácia e motivação acadêmica
Martinelli, S. D. C., & Sassi, A. D. G. (2010) · Psicologia Ciência e Profissão · doi:10.1590/s1414-98932010000400009 · Cited by 10
Enhancing students team work and communication skills in international settings
Escudeiro, N., Escudeiro, P. M., Barata, A., & Costa-Lobo, C. (2011) · International Conference on Information Technology Based Higher Education and Training (ITHET) · doi:10.1109/ithet.2011.6018683 · Cited by 11
PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender
Zdaniuk, A., Gruman, J. A., & Cassidy, S. A. (2017) · Journal of Further and Higher Education · doi:10.1080/0309877x.2017.1367369 · Cited by 10
“…a variety of techniques previously shown to enhance students’ academic self-efficacy, such as encouraging students to set proximal, attainable goals (Bandura and Schunk 1981), providing performance-contingent rewards (Schunk 1984), providing ability feedback that makes students feel competent…”
BackgroundLi, C., Wang, L., Zhang, Y., Li, C., Xu, Y., Shang, L., & Xia, J. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1232-0 · Cited by 10
“Also, those who were confident about learning the course material were less likely to experience course-related anxiety [16].”
BackgroundOrtaokul Öğretmenlerinin Özyeterlik Düzeyleri: Elazığ İli Örneği
Gökyer, N., & Bakcak, S. (2018) · Turkish Journal of Educational Studies · doi:10.33907/turkjes.454626 · Cited by 10
“Morgil, İ. , Seçken, N. ve Yücel, A. S. (2004).”
Alikhani, Z., & Shahriari, M. (2022) · The International Journal of Entrepreneurship and Innovation · doi:10.1177/14657503221134511 · Cited by 11
“Self-ef fi cacy causes individuals to trust in their abilities, try to overcome skills and challenges (Bandura and Schunk, 1981; Qiu et al., 2020; van der Westhuizen and Goyayi, 2020), determine high-level goals, act more effectively (Gist and Mitchell, 1992), and attempt adequately to produce…”
Organizational Behaviour: Exploring The Relationship Between Ethical Climate, Self-Efficacy And Hope
Swanepoel, S., Botha, P. A., & Rose-Innes, R. (2015) · Journal of Applied Business Research (JABR) · doi:10.19030/jabr.v31i4.9327 · Cited by 11
“And, having successfully coped under difficult circumstances, individuals emerge from adversity with a stronger sense of selfefficacy (Bandura, 1991; Bandura & Schunk, 1981; Luthans, 2002); hence self-efficacy may also serve as an important and self-reinforcing motivational construct (Wood &…”
BackgroundLim, K.-M., Bae, S.-K., & Kim, H.-S. (2013) · The Korean Journal of Health Service Management · doi:10.12811/kshsm.2013.7.3.259 · Cited by 10
“자기효능감의 측정은 Chen[13]이 개발한 일반적인 자기효능감에 대한 8개의 설문항 목을 본 연구에 적합하도록 구성하였다.”
Haas, R., Mason, W., & Haines, T. P. (2014) · Physiotherapy Canada · doi:10.3138/ptc.2013-30bc · Cited by 10
Levitt, R., & Owl, R. H. R. (2013) · Learning Environments Research · doi:10.1007/s10984-013-9140-z · Cited by 15
Sex Differences in Self-Efficacy Beliefs of Elementary Science Teachers
Kiviet, A. M., & Mji, A. (2003) · Psychological Reports · doi:10.2466/pr0.2003.92.1.333 · Cited by 10
Walton, D., Borgna, G., Marschark, M. C., et al. (2018) · European Journal of Special Needs Education · doi:10.1080/08856257.2018.1435010 · Cited by 10
“Nevertheless, other studies have obtained similar results, linking metacognition to inaccurate ratings of self-efficacy or ability among (hearing) low-achieving students (Bandura and Schunk 1981) and students with learning disabilities (Stone and May 2002).”
ResultA double-edged sword: How and why resetting performance metrics affects motivation and performance
Dai, H. (2018) · Organizational Behavior and Human Decision Processes · doi:10.1016/j.obhdp.2018.06.002 · Cited by 10
Pilotti, M., Alaoui, K. E., Mulhem, H. A., & Kuhayli, H. A. A. (2019) · Europe’s Journal of Psychology · doi:10.5964/ejop.v15i4.1921 · Cited by 10
“It is considered a motivational trait (Chen, Gully, Whiteman, & Kilcullen, 2000) positively correlated with task completion rates (Eden, 1984, 1988; Pajares, 1996), persistence (Bandura, 1977; Pajares, 1997), motivation and engagement (Bandura, 1989; Bandura & Schunk, 1981).”
BackgroundTeacher efficacy and attributes on the implementation of tiered instructional frameworks
Nichols, J. A., Nichols, W. D., & Rupley, W. H. (2020) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v9i3.20625 · Cited by 11
“Self-efficacy is more than just knowing what to do in a specific situation; it is being able to organize and initiate appropriate steps and skills required to achieve a current goal [26].”
BackgroundThe Effects of Proximal and Distal Goals on Strategy Development and Group Performance
Weldon, E. (1998) · Cited by 10
3. Operators' automation usage decisions and the sources of misuse and disuse
Beck, H. P., Dzindolet, M. T., & PIERCE, L. (2002) · Advances in human performance and cognitive engineering research · doi:10.1016/s1479-3601(02)02005-2 · Cited by 10
Fourteen Spelling Strategies for Students with Learning Disabilities
Fulk, B. M., & Stormont‐Spurgin, M. (1995) · Intervention in School and Clinic · doi:10.1177/105345129503100103 · Cited by 10
Willemse, M. (2008) · SUNScholar (Stellenbosch University) · Cited by 10
Nature of science for chemistry education : Design of chemistry teacher education course
Vesterinen, V.-M. (2012) · Työväentutkimus Vuosikirja · Cited by 10
Farkota, R. M. (2017) · Figshare · doi:10.4225/03/586eef2192323 · Cited by 10
Learning online: Understanding academic success from a self -regulated learning perspective
Artino, A. R. (2008) · OpenCommons - UConn (University of Connecticut) · Cited by 10
Ross, S. (2008) · UVic’s Research and Learning Repository (University of Victoria) · Cited by 10
Lee, H. J., & Bong, M. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.14028-x · Cited by 14
Frisoli, P. (2020) · Scholarworks (University of Massachusetts Amherst) · doi:10.7275/k457-dr90 · Cited by 10
Ordon, K.-J., Bartelheimer, M., & Asshoff, R. (2020) · Environmental Education Research · doi:10.1080/13504622.2020.1849565 · Cited by 9
Self-efficacy mediates but does not moderate the relationship between grit and L2 achievement
Cai, Y., Li-ping, Z., & Xing, K. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2425803 · Cited by 12
“Self-efficacy refers to people’s beliefs of ‘their capabilities to organize and execute courses of action required to attain designated types of performances’ (Bandura and Schunk 1981, 31).”
How does interest in a course interact with course learning?
Fryer, L. K., Shum, A., King, R. B., & Lau, P. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102106 · Cited by 21
THE POSTIVE IMPACT OF PERSONAL GOAL SETTING ON ASSESSMENT
Smithson, M. (2013) · The Canadian Journal of Action Research · doi:10.33524/cjar.v13i3.61 · Cited by 9
“Some experimental studies reveal that teaching lowachieving students to set goals for themselves improves their academic achievement and their intrinsic interest in subject matter (Bandura & Schunk, 1981).”
BackgroundTowson, J. A., Taylor, M., Abarca, D. L., Paul, C. D., & Ezekiel-Wilder, F. (2021) · Perspectives of the ASHA Special Interest Groups · doi:10.1044/2020_persp-20-00098 · Cited by 9
Lin, S., Chen, H. C., & Chen, I. (2022) · Evidence-based HRM a Global Forum for Empirical Scholarship · doi:10.1108/ebhrm-05-2021-0097 · Cited by 9
Fringer, V. S., Farley, E. R., Mandery, K., et al. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00336 · Cited by 9
Norouzi, A., Parmelee, D. X., Shariati, M., et al. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04081-y · Cited by 9
Coetzer, G. H., & Richmond, L. (2007) · Team Performance Management · doi:10.1108/13527590710736699 · Cited by 9
“Positive mastery experiences and the observation of similar others succeeding with sustained effort (Bandura and Schunk, 1989) improves self efficacy.”
BackgroundLee, H., & Kwon, Y. (2012) · Family and environment research · doi:10.6115/khea.2012.50.8.125 · Cited by 9
“자기주도적 학습에 가장 중요한 요인은 학습의 책임감을 갖도록 학습자에게 스스로 동기를 부여하는 것이다[3, 29].”
Motivating students of mixed efficacy profiles in technology skills classes: A case study
Koh, J. H. L. (2006) · Instructional Science · doi:10.1007/s11251-006-0001-3 · Cited by 9
“These experimental studies provided foundational evidence for the efficacy of using learning goals, performance standards, self-regulation strategies, peer modeling, rewards and attributional feedback to increase self-efficacy and subsequently, academic performance in children ( Bandura & Schunk, 1981; Pintrich & DeGr…”
BackgroundGamificación como estrategia didáctica. Aplicación en la formación del profesor
Ferreira, B. S. (2018) · Tendencias pedagógicas/Tendencias pedagógicas · doi:10.15366/tp2018.31.006 · Cited by 9
Motivation and Its Relation to Learning
Hidi, S. E., & Renninger, K. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.002 · Cited by 14
Taking ownership of your career: professional development through experiential learning
Segarra, V. A., & Gentry, W. A. (2021) · BMC Proceedings · doi:10.1186/s12919-021-00211-w · Cited by 9
Mukhtar, M., Islami, R. A. Z. E., Damanhuri, D., & Hamundu, F. M. (2021) · International Journal of STEM Education for Sustainability · doi:10.53889/ijses.v1i1.4 · Cited by 9
“Mathematics self–efficacy is a student’s assessment of ability to solve problem successfully in the areas of geometry, arithmetic, measurement, and algebra (Bandura and Schunk 1981; Schunk and Pajares 2009).”
BackgroundButler, C. M., & Paz, S. D. L. (2021) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12264 · Cited by 16
“Four studies (Bandura & Schunk, 1981; Nelson & Mansett-Williamson, 2006; Schunk, 1983; Schunk & Rice, 1993) administered pretest assessments and interviewed teachers, as researchers were not granted information on LD status.”
BackgroundThe Motivation Competencies That Count Most: An Online International Study
Epstein, R., Ho, M., Scandalis, Z., & Ginther, A. (2022) · The Open Psychology Journal · doi:10.2174/18743501-v15-e2202030 · Cited by 8
Beesley, A. D., Clark, T. F., Barker, J., Germeroth, C., & Apthorp, H. S. (2010) · Cited by 9
College and Career Ready? Perceptions of High School Students Related to WorkKeys Assessments
Schultz, D., & Stern, S. (2013) · Career and Technical Education Research · doi:10.5328/cter38.2.157 · Cited by 9
The Faith Community, Substance Abuse, and Readiness for Change: A National Study
Travis, D. J., Learman, J. A., Brooks, D., Merrill, T., & Spence, R. T. (2012) · Journal of Social Service Research · doi:10.1080/01488376.2011.647988 · Cited by 10
“In fact, research has shown that individuals are more likely to engage in a behavior, such as helping someone else, if they feel competent and knowledgeable (Bandura & Schunk, 1981).”
BackgroundEffects of the Parent Volunteer Program upon Students' Self-Perception as a Reader.
Adunyarittigun, D. (1997) · Cited by 9
Variable preference relations: Existence of maximal elements
Luc, D. T., & Soubeyran, A. (2013) · Journal of Mathematical Economics · doi:10.1016/j.jmateco.2013.05.004 · Cited by 12
Agbaria, Q. (2013) · The Australian journal of teacher education · doi:10.14221/ajte.2013v38n3.7 · Cited by 9
“B. Observing others' performance, learning experiences through the observation of models and learning by imitation are the second type of information source for self-efficacy (Bandura, 1997; Barone, Maddux & Snyder, 1997; Schunk, 1981).”
Academic Self-Efficacy and Prospective ELT Teachers' Achievement.
Sarıçoban, A., & Behjoo, B. M. (2016) · DergiPark (Istanbul University) · Cited by 9
Coetzer, G. H. (2016) · Journal of Behavioral and Applied Management · doi:10.21818/001c.1161 · Cited by 11
박경숙, & Oh, I. (2016) · 교과교육학연구 · doi:10.24231/rici.2016.20.4.295 · Cited by 9
Effect of self-efficacy on the performance of athletes
Singh, T., Bhardwaj, G., & Bhardwaj (2009) · Journal of Exercise Science and Physiotherapy · Cited by 9
Trunzo, A. C. (2006) · D-Scholarship@Pitt (University of Pittsburgh) · Cited by 9
Multimedia-Enhanced Instruction in Online Learning Environments
Schroeder, B. (2006) · ScholarWorks (Boise State University) · Cited by 9
On resolving conflicting views of cognitive conflict
Zimmerman, B. J., & Blom, D. E. (1983) · Developmental Review · doi:10.1016/0273-2297(83)90008-4 · Cited by 9
Family Support in Early Hearing Detection and Intervention (EHDI) Systems
Martin, P., Nicholson, N., & Hall, C. (2012) · Perspectives on Hearing and Hearing Disorders in Childhood · doi:10.1044/hhdc22.1.11 · Cited by 9
The development of interests in the Swedish comprehensive school
Hedelin, L., & Sjöberg, L. (1989) · European Journal of Psychology of Education · doi:10.1007/bf03172758 · Cited by 9
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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