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
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Self-citationDissonance processes as self-affirmation.
Steele, C. M., & Liu, T. J. (1983) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.45.1.5 · Cited by 785
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
Schunk, D. H. (1981) · Journal of Educational Psychology · doi:10.1037/0022-0663.73.1.93 · Cited by 781
Self-citation
Research works printed but not linked: 3
- [5]5. Bandura, A. The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (Vol.
- [6]6. Hillsdale, N.J.: Erlbaum, in press.
- [18]18. Jeffery, K. M. The effects of goal-setting on self-motivated persistence. Unpublished doctoral dissertation, Stanford University, 1977.
Cited by
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Kuznar, K. A. (2009) · University of Minnesota Digital Conservancy (University of Minnesota) · Cited by 10
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Frequency and Efficacy of Talk-Related Tasks in Primary Science
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Beatty, I. D., Carrino, S. S., Gerace, W. J., Strickhouser, J. E., Elobeid, M. A., & Kane, M. J. (2020) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2019.pr.beatty · Cited by 8
Nurafifah, F. F., Sudrajat, A., & Akbar, Z. (2021) · International Journal of Multicultural and Multireligious Understanding · doi:10.18415/ijmmu.v8i8.2952 · Cited by 11
Iqbal, M., O’Brien, K., & Bliuc, A. (2022) · Studies in Conflict and Terrorism · doi:10.1080/1057610x.2022.2034221 · Cited by 8
The Computer Self-Efficacy Construct: A History of Application in Information Systems Research
Marakas, G. M., Aguirre-Urreta, M. I., Shoja, A., Kim, E., & Wang, S. (2022) · Foundations and Trends® in Information Systems · doi:10.1561/2900000023 · Cited by 9
Wojcik, G., Ring, N., Willis, D. S., Williams, B., & Kydonaki, K. (2023) · Psychology and Health · doi:10.1080/08870446.2023.2182894 · Cited by 8
“However, according to Bandura’s social learning theory (Bandura & Schrenk, 1981), individual behaviour is dependent on interaction with the surroundings.”
Shum, A., & Fryer, L. K. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102228 · Cited by 10
Mummy’s girls, daddy’s boys: the gendered transmission of political engagement in families
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“…finding parallels a broader trend that has been identified in studies across various fields (for example, maths or sports), demonstrating that individuals are prone to develop increased interest in domains in which they feel adept (Bandura and Schunk 1981; Jacobs et al. 2002; Marsh et al. 2005).”
Ebbers, S. (2007) · DigiNole (Florida State University) · Cited by 8
Hong, H.-K., Chung, K.-Y., & Kim, W. (2012) · The Journal of the Korea Contents Association · doi:10.5392/jkca.2012.12.05.415 · Cited by 8
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Seebacher, B., Mills, R. J., Reindl, M., Zamarian, L., Kuisma, R., Kircher, S., Brenneis, C., Ehling, R., & Deisenhammer, F. (2019) · BMJ Open · doi:10.1136/bmjopen-2019-029565 · Cited by 9
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“Goal-setting increases motivation, as it allows us to compare our performance against personal standards we have set for ourselves.(22) Easier, more proximal and specific goals are easier to monitor and more likely to be achieved.”
BackgroundLinking personality to teachers’ literacy in classroom assessment: a cross-cultural study
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“Based on Bandura’s work (Bandura, 1977; Bandura & Schunk, 1981), selfefficacy is popular in educational research.”
Components of engagement in saying-is-believing exercises
Lee, H. R., Santana, L. M., McPartlan, P., & Eccles, J. S. (2022) · Current Psychology · doi:10.1007/s12144-022-02782-z · Cited by 10
“The actual implementation of the goal can become clearer when people generate proximal subgoals through writing because they can lay out a specific plan of how, when, and where it will be attained (Bandura & Schunk, 1981; Gollwitzer, 1999).”
BackgroundSelf-Efficacy as a Function of Attributional Feedback.
Jain, S., Bruce, M. A., Stellern, J., & Srivastava, N. (2007) · Journal of school counseling · Cited by 9
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“However, it has been demonstrated that people can develop inner sources of motivation after engaging into an activity for external reasons (Bandura and Schunk 1981; Vallerand 1993).”
BackgroundMore than just Minutes: Using Practice Charts as Tools for Learning
Johnson, D. (2009) · Music Educators Journal · doi:10.1177/0027432108330675 · Cited by 8
Omizo, M. M., Cubberly, W. E., & Cubberly, R. D. (1985) · The Exceptional Child · doi:10.1080/0156655850320206 · Cited by 8
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“Students with personal self-efficacy take on greater challenges and develop increased interest (Bandura & Schunk, 1981).”
BackgroundStudent's Perspective of Success in a Postbaccalaureate Program
Manusov, E. G., Livingston, H., Wang, A., Berne-Anderson, T., Alston, S. R., Foster, E. E., & Hurt, M. M. (2011) · Journal of the National Medical Association · doi:10.1016/s0027-9684(15)30436-3 · Cited by 8
The writing attitude scale for teachers (WAST)
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Odisho, O., Aziz, M., & Giacaman, N. (2016) · Computer Applications in Engineering Education · doi:10.1002/cae.21768 · Cited by 8
“This process of accomplishing sub-goals (that lead to larger goals) helps promote student self-motivation, ultimately nurturing self-efficacy [16], [17].”
BackgroundCollective Problem-Solving: The Role of Self-Efficacy, Skill, and Prior Knowledge
Geifman, D., & Raban, D. R. (2015) · Interdisciplinary Journal of e-Skills and Lifelong Learning · doi:10.28945/2319 · Cited by 8
“…that self-efficacy shapes the effective performance of individuals in a wide variety of areas such as learning and academic achievements (Bandura & Schunk, 1981; Chemers, Hu, & Garcia, 2001), organizational behavior (Bandura & Wood, 1989; Krueger & Dickson, 1994), coping with health…”
BackgroundUmemoto, T., & Ito, T. (2016) · Educational technology research · doi:10.15077/etr.40105 · Cited by 8
Lee, C., & Tindal, G. A. (1994) · Journal of Behavioral Education · doi:10.1007/bf01539545 · Cited by 8
“Students, especially low achievers, tend to show meaningful improvements in academic performance when they participate in establishing their goals ( Bandura & Shunk, 1981; Johnson & Graham, 1990; Locke, Shaw, Saari, & Latham, 1981).”
BackgroundInfluentialTyler, K. M., Boelter, C. M., & Boykin, A. W. (2008) · Middle Grades Research Journal · doi:10.1108/mgrj-12-2008-0002 · Cited by 8
Personal and Contextual Contributors to Young Children's Activity-Based Perceived Self-Efficacy
Määttä, E., Järvelä, S., & Perry, N. E. (2015) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2015.1024161 · Cited by 8
“For example, Bong (1997) found that when a student perceived two problems as being similar, the generality of his or her SE perceptions between the tasks increases.”
BackgroundResultMotivating teachers and learners as researchers
Coyle, D. (2014) · Language learning and language teaching · doi:10.1075/lllt.40.03coy · Cited by 8
Theorien der modernen Zielpsychologie
Oettingen, G., & Gollwitzer, P. M. (2002) · KOPS (University of Konstanz) · Cited by 14
LIBRE model: Engagement styles in counseling
Guerra, N. S. (2007) · Journal of Employment Counseling · doi:10.1002/j.2161-1920.2007.tb00019.x · Cited by 8
Troum, J. F. (2010) · Digital Commons - University of South Florida (University of South Florida) · Cited by 8
Small Victories: Creating Intrinsic Motivation in Savings and Debt Reduction
Brown, A. L., & Lahey, J. (2014) · National Bureau of Economic Research · doi:10.3386/w20125 · Cited by 8
The role of self-efficacy in employee commitment
Hurter, N. (2009) · Unisa Institutional Repository (University of South Africa) · Cited by 13
Targets and talk: Evaluation of an evidence-based academic counselling programme
McKinley, E., Madjar, I., Merwe, A. V. D., et al. (2009) · ResearchSpace (University of Auckland) · Cited by 8
Balsvik, G. (2004) · Cited by 8
Math anxiety, math self-concept, and performance in math
Douglas, A. F. (2000) · Library and Archives Canada (Government of Canada) · Cited by 8
Godara, M., Sánchez-López, Á., & Raedt, R. D. (2023) · Behaviour Research and Therapy · doi:10.1016/j.brat.2023.104354 · Cited by 8
Self-efficacy učitelů 1. stupně základní školy: zdroje jeho zlepšení
Gavora, P., Pacholík, V., Navrátilová, H., & Puhrová, B. P. (2024) · ORBIS SCHOLAE · doi:10.14712/23363177.2024.13 · Cited by 7
Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence
Bembenutty, H., Kitsantas, A., DiBenedetto, M. K., Wigfield, A., Greene, J. A., Usher, E. L., Bong, M., Cleary, T. J., Panadero, E., Mullen, C. A., et al. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09969-9 · Cited by 9
“For instance, his findings suggest that teachers should help children focus on proximal subgoals rather than solely on distal goals (Bandura & Schunk, 1981; Schunk, 1983b) and provide process-oriented goals with feedback on progress instead of product-oriented goals that focus only on the outcome…”
InfluentialSustainable crowdshipping: Navigating technological fit and security risks
Chua, R., Wu, M., & Yuen, K. F. (2025) · Technology in Society · doi:10.1016/j.techsoc.2025.102832 · Cited by 7
Watanabe, Y., Nakayama, M., Takemura, K., & Uchida, Y. (2025) · Scientific Reports · doi:10.1038/s41598-025-94985-0 · Cited by 13
“Enhanced self-efficacy leads to increased intrinsic motivation, higher goal-setting, greater effort, and persistence in the face of challenges 5 .”
Using Learning Objectives when Teaching in Czech Primary Schools
Stará, J., & Starý, K. (2019) · Revija za elementarno izobraževanje · doi:10.18690/rei.12.4.229-248.2019 · Cited by 7
Development and effects of a psychosocial adaptation program for North Korean adolescent defectors
Lee, I., Lee, I., & Jeon, J.-H. (2021) · Child Health Nursing Research · doi:10.4094/chnr.2021.27.3.243 · Cited by 7
“Self-efficacy develops gradually through repeated experience [7], and a few sessions of a short program may not have been enough to improve the self-efficacy of North Korean adolescent defectors, who tend to experience serious psychological confusion and difficulties.”
BackgroundInfluentialDeliberate news consumption through the quantified self and the self-regulatory process
Lee, S., & Suh, K.-S. (2021) · Information & Management · doi:10.1016/j.im.2021.103585 · Cited by 9
Chunking of Control: An Unrecognized Aspect of Cognitive Resource Limits
Farooqui, A. A., Gezici, T., & Manly, T. (2023) · Journal of Cognition · doi:10.5334/joc.275 · Cited by 6
Ebeveyn Öz-Yeterliliği Üzerine Bir Derleme: Müdahale Programlarına Yönelik Bir Bakış
Aksüt, G. S. (2022) · Nesne Psikoloji Dergisi · doi:10.7816/nesne-10-26-06 · Cited by 8
Find the Plant—An Educational Game Fosters Plant Species Literacy
Lindemann‐Matthies, P., Heber, E., & Remmele, M. (2024) · Sustainability · doi:10.3390/su16114702 · Cited by 12
Parsa, P., Panah, M. A., Parsa, N., & Ghaleiha, A. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.09.310 · Cited by 7
Lee, H. (2015) · Educational Psychology · doi:10.1080/01443410.2014.995596 · Cited by 7
“…of task mastery, task interest and self-regulation tend to increase more as individuals approach their goals than when they have distal goals, (Bandura & Schunk, 1981), and feedback informing individuals that they are close to their goal positively affects satisfaction and task interest…”
BackgroundTest Anxiety, Self-Efficacy, Self-Regulated Learning, and Test Performance
Matsunuma, M. (2004) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep1953.52.4_426 · Cited by 7
Motivation, future time perspective, and vocational planning behavior
Paixão, M. P., Abreu, M., & Lens, W. (2012) · Cited by 7
Kwon, H.-G. (2012) · Management & Information Systems Review · doi:10.29214/damis.2012.31.2.001 · Cited by 7
Nissen, M. (2020) · Springer eBooks · doi:10.1007/978-3-658-29486-1_4 · Cited by 7
Thomas, F., Gibson, S. J., Arnold, C. A., & Giummarra, M. J. (2021) · British Journal of Occupational Therapy · doi:10.1177/0308022620949093 · Cited by 6
“The present findings highlight that the COPM, which aligns with Bandura’s theory on selfefficacy (Bandura and Schunk, 1981), was a clinically useful tool that could be integrated into routine care throughout a pain management programme.”
MethodChildren's Interaction with Motion-Based Touchless Games
Lee‐Cultura, S., Sharma, K., Aloizou, V., et al. (2020) · Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/3383668.3419937 · Cited by 7
“Heightened self-efficacy has been linked to increased persistence, effort-expenditure, and levels of achievement, as well as heightened interest in activities that were previously deemed unappealing [2, 3].”
BackgroundKovács, Z., & Kálmán, C. (2021) · Journal of Adult Learning Knowledge and Innovation · doi:10.1556/2059.2021.00048 · Cited by 7
“People who possess strong self-efficacy beliefs exert more efforts to reach their goals and persist longer when encountering challenges than those with weak self-efficacy beliefs who are more likely to give up (Bandura & Schunk, 1981).”
BackgroundImpact of Mental Health on Wellness in Adult Workers
Hwang, W. J., & Jo, H. H. (2021) · Frontiers in Public Health · doi:10.3389/fpubh.2021.743344 · Cited by 8
“In this regard, self-efficacy can improve through the experience of achievements and positive feedback (46).”
BackgroundThomas, E. C., Jones, N., Shern, D. L., & Salzer, M. S. (2022) · Early Intervention in Psychiatry · doi:10.1111/eip.13282 · Cited by 7
“It is vital during young adulthood (Arnett, 2000; Martel & Fuchs, 2017) due to impacts on identity development, goal-directed behaviour, and competence and self- efficacy (Bandura & Schunk, 1981; Berzonsky, 2003; Garcia-Poole et al., 2018; Holland & Lachicotte, 2007).”
BackgroundLee, S.-G., & Kim, B. (2022) · Medicina · doi:10.3390/medicina58060720 · Cited by 10
“Even information-savvy and highly motivated individuals need skills and the confidence to practice them on their own to effectively perform preventive and management behaviors in daily life [18].”
BackgroundIdentity Status and Identity Style Among African American Juvenile Delinquents
Grier, L. K. (1997) · Journal of Offender Rehabilitation · doi:10.1300/j076v26n01_04 · Cited by 7
The Effects of Using a Bulletin Board on Gender Differences in Program Coding
Alkhalifa, E. M. (2008) · AACE journal · Cited by 7
Curious Readers and Interesting Reads
Lake, J. (2014) · Journal of Extensive Reading · Cited by 10
Kindekens, A., Reina, V. R., Backer, F. D., Peeters, J., Buffel, T., & Lombaerts, K. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.507 · Cited by 7
“Students who set proximal goals and self-motivators – both self-regulatory strategies – will display higher levels of self-efficacy (Bandura & Schunk, 1981) and as a consequence a higher satisfaction in life and school (Kaplan & Maehr, 1999; Noble & Wyatt, 2008).”
BackgroundHafid, A., & Muhid, A. (2015) · Persona Jurnal Psikologi Indonesia · doi:10.30996/persona.v3i03.410 · Cited by 7
Woodcock, S., & Vialle, W. (2010) · Contemporary Issues in Education Research (CIER) · doi:10.19030/cier.v3i10.236 · Cited by 8
“…at difficult or uninteresting academic tasks (Pintrich & De Groot, 1990); higher cognitive thinking approaches positively relate to self-efficacy (Bandura & Schunk, 1981; Pintrich & De Groot, 1990; Schunk, 1985); they also relate to increased classroom performances (Schunk, 1985); and, they…”
BackgroundHuber, J. (2010) · Journal of School Leadership · doi:10.1177/105268461002000205 · Cited by 7
“Efficacy indicates the degree to which people believe that they can do something and the motivations that facilitate such belief (Bandura & Schunk, 1981).”
BackgroundAdding nuance to the challenge-skill relationship: The interaction of perceived and actual skill
Fulmer, S. M., & Tulis, M. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.04.002 · Cited by 7
Braithwaite, R. E., & Corr, P. J. (2016) · Personality and Individual Differences · doi:10.1016/j.paid.2016.03.040 · Cited by 7
“Work on self-efficacy (e.g., Bandura & Schunk, 1981) has provided valuable insight into the successful motivation of individuals performing tasks (particularly via an emphasis on proximal subgoals).”
BackgroundArmbruster, D., & Kieser, A. (2003) · German Journal of Human Resource Management Zeitschrift für Personalforschung · doi:10.1177/239700220301700202 · Cited by 7
Springfield, E. C., Gwozdek, A. E., & Smiler, A. P. (2015) · International Journal of ePortfolio · Cited by 7
Welcoming Women into the Geosciences
Fischer, E. V., Adams, A. S., Barnes, R. T., Bloodhart, B., Burt, M., Clinton, S. M., Godfrey, E., Pollack, I. B., & Hernandez, P. R. (2018) · Eos · doi:10.1029/2018eo095017 · Cited by 7
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Implicit beliefs of ability and maladaptive learning: does self-efficacy matter?
Luo, W., Liem, G. A. D., & Lee, K. L. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1510115 · Cited by 7
“…of ability, self-efficacy, and their maladaptive learning patterns, although causal relationships between these motivational beliefs and learning have been established in previous experiemental studies (e.g. Aronson, Fried, & Good, 2002; Bandura & Schunk, 1981; Hong et al., 1999; Martocchio, 1994).”
BackgroundResultIncreasing Accessibility Through Inclusive Instruction and Design
Petersen, K. H. (2020) · Springer eBooks · doi:10.1007/978-3-030-46187-4_7 · Cited by 8
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A mixed methods approach examining alpine ski racing as a context; for positive youth development
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Student Expectations About Affective Correlates of Academic Goal Setting
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Communication Instruction in Landscape Architecture Courses
Gaffney, A. L. H. (2013) · Journal of Business and Technical Communication · doi:10.1177/1050651913513903 · Cited by 8
Actitudes del personal hacia el trabajo y la organización: una aplicación empírica en la universidad
Capelleras, J., José, M., & Vergés, V. (2004) · ESIC MARKET Economic and Business Journal · Cited by 7
Achievement Goals and Motivational Climates for Physical Education.
Boone, J. W. (1995) · Louisiana State University · doi:10.31390/gradschool_disstheses.5935 · Cited by 7
Self-Efficacy and Effort in New Venture DevelopmentPreprint
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A theoretical model for telemedicine : social and value outcomes in Sub-Saharan Africa.
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Palamida, E. (2016) · Cited by 7
Selbstwirksamkeitserwartungen in der Lehrerbildung
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Li, B., Zhang, Z., Lowell, V. L., Wang, C., & Bonk, C. J. (2025) · System · doi:10.1016/j.system.2025.103793 · Cited by 7
Metadata
- Authors
- Bandura, A., & Schunk, D. H.
- Affiliations
- Stanford University (US)
- ORCID
- Schunk, Dale H.
- Venue
- Journal of Personality and Social Psychology
- Published
- 1981-09
- Volume
- 41
- Issue
- 3
- Pages
- 586-598
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2144190976
- Cited by
- 2,675
- References
- 22
- Citations by year
- 2026: 47 · 2025: 63 · 2024: 91 · 2023: 122 · 2022: 114 · 2021: 119 · 2020: 107 · 2019: 147 · 2018: 114 · 2017: 101 · 2016: 123 · 2015: 115 · 2014: 134 · 2013: 100 · 2012: 123
- FWCI
- 36.00
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-motivation, self-efficacy, intrinsic interest, self-directed learning, children, mathematics achievement, goal proximity, competence development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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