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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Toward a theory of task motivation and incentives
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New directions in attribution research
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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 1,401–1,500 of 2,552
The role of self-efficacy, social support and motivation in teacher’s leadership behavior
Malmström, M., & Öqvist, A. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10124-7 · Cited by 16
“…with three items developed by Bandura ( 1977 , 1997 ) that have been thoroughly validated in a wide range of settings, including self-efficacy in adolescence, childhood, and edu - cation (e.g. Bandura, 1993; Bandura & Schunk, 1981; Bouffard-Bouchard, 1990; Paulhaus, 1983 ; Powell, 1992 ).”
El‐Hamamsy, L., Pellet, J., Roberts, M., Kovacs, H., Bruno, B., Zufferey, J. D., & Francesco Mondada, C. (2023) · ACM Transactions on Computing Education · doi:10.1145/3583779 · Cited by 13
“Proximal and distal goals have been shown to improve performance [71], with proximal goals specifically helping increase self-efficacy and intrinsic interest in activities that initially fostered little student interest [5].”
BackgroundWang, F., Geng, X., & Han, J. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02735-w · Cited by 15
Siahtiri, V., Weiger, W. H., Tetteh-Afi, C., & Kraemer, T. (2024) · European Journal of Marketing · doi:10.1108/ejm-02-2023-0127 · Cited by 12
All pain and no gain: When goal setting leads to more effort but no gains in test scores
Islam, A., Kwon, S., Masood, E., Prakash, N., Sabarwal, S., & Saraswat, D. (2024) · Economics of Education Review · doi:10.1016/j.econedurev.2024.102594 · Cited by 8
Sesmiarni, Z., Hoque, M. E., Susanto, P., Islam, M. A., & Hendrayati, H. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1457188 · Cited by 16
Motivations autodéterminées et lecture
Fenouillet, F., Marro, C., Meerschman, G., & Roussel, F. (2009) · Enfance · doi:10.4074/s0013754509004030 · Cited by 17
Adaptation of Teachers’ Self-Efficacy Towards Teaching Thinking Skills Scale Into English
Dilekli, Y., & Tezci, E. (2018) · Journal of Education and Training Studies · doi:10.11114/jets.v6i11.3630 · Cited by 6
“Teachers’ self-efficacy level which affect nearly teachers’ all attitudes in classroom is one of them (Bandura & Schunk, 1981; Zimmerman & Kitsantas, 2005).”
BackgroundAssessment of students’ reading culture in a Nigerian university: Waxing or waning?
Sotiloye, B. S., & Bodunde, H. A. (2018) · Legon Journal of the Humanities · doi:10.4314/ljh.v29i2.11 · Cited by 6
“…study time and other factors may explain students’ academic Sotiloye, B. and Bodunde, H./ Legon Journal of the Humanities 29.2 (2018) Legon Journal of the Humanities 29.2 (2018) Page | 302 performance, students who are very successful in their desired career have longer study time (Kunal, 2008).”
BackgroundInfluentialThe Motivation and Mastery Cycle Framework: Predicting Long-Term Benefits of Educational Games.
Jackson, G. T., & McNamara, D. S. (2017) · Grantee Submission · Cited by 6
Alzig, A. Y. (2009) · Journal of Educational & Psychological Sciences · doi:10.12785/jeps/100202 · Cited by 6
If I Had Something to Add, I Would
Lindquist, I. A., Adams, E. E., & Allen, J. A. (2020) · Journal of Personnel Psychology · doi:10.1027/1866-5888/a000255 · Cited by 6
Relationship Between Self Efficacy and Academic Performance: an Empirical Study
Chanana, M. (2016) · International Research Journal of Management IT and Social Sciences · Cited by 6
Task Enjoyment as an Individual Difference Construct
Czikmantori, T., Hennecke, M., & Brandstätter, V. (2021) · Journal of Personality Assessment · doi:10.1080/00223891.2021.1882473 · Cited by 9
“Such benefits could make tasks more enjoyable through increased success (Amabile & Kramer, 2011) and competence (e.g., Bandura & Schunk, 1981; Sch€uler et al., 2010) or through allowing Table 1.”
BackgroundExamining the Learning Characteristics of Nursing Students: A Literature Review
Cadet, M. J. (2021) · Journal of Nursing Education · doi:10.3928/01484834-20210322-05 · Cited by 7
Educational Learning Theories & Their Implications in Modern Instructional Designs
Waseem, T., & Aslam, F. (2020) · Health Professions Educator Journal · doi:10.53708/hpej.v3i2.9 · Cited by 6
“The classical Bubo Doll experiment was the origin of this theory (Bandura & Schunk, 1981).”
MethodAcee, T. (2021) · Journal of Experimental Education · doi:10.1080/00220973.2021.1993773 · Cited by 6
“…on learning and achievement to be dependent on various goal properties (Austin & Vancouver, 1996) such as goal specificity (Acee et al., 2012), difficulty (Locke & Latham, 2002), proximity (Bandura & Schunk, 1981), and whether the goal targets a learning process or outcome (Kitsantas et al., 2004).”
BackgroundHamann, K., Wilson, R. L. H., Wilson, B. M., & Pilotti, M. (2022) · Sustainability · doi:10.3390/su14031561 · Cited by 6
“To wit, if self-efficacy is conceptualized as a motivational trait [42] linked to learners’ engagement/motivation [43,44], it is expected to translate into actions (e.”
BackgroundVeetikazhi, R., Kamalanabhan, T. J., Noval, L. J., Jaiswal, A., & Mueller, A. (2022) · Group & Organization Management · doi:10.1177/10596011221105720 · Cited by 6
“Scholars have argued that goal accomplishment is associated with perceptions of augmented self-ef fi cacy, which is intrinsically satisfying (Bandura & Schunk, 1981; Borgogni & Dello Russo, 2013; Williams, 2013).”
BackgroundSmith-Moyler, T. D., & Grooms, L. D. (2022) · American Journal of Education and Learning · doi:10.55284/ajel.v7i2.707 · Cited by 6
Champine, V. M., Jones, M. S., & Niemiec, R. M. (2023) · Conservation Science and Practice · doi:10.1111/csp2.13016 · Cited by 8
“…and personal behavior, intervention workshops applied research-based strategies, including social modeling (Bandura, 1971; Geiger et al., 2017), mastery experiences (Bandura, 1977, 1997), social persuasion (Bandura, 1988), and proximal goal setting (Bandura & Schunk, 1981; Bandura & Simon, 1977).”
BackgroundAkhtar, R. N., & Kausar, G. (2011) · Cited by 6
Risk and Protective Factors Associated with Academic Achievement among Ghanaian Youth.
Abukari, Z. (2010) · Digital Commons - DU (University of Denver) · Cited by 6
Ekşi, G. Y. (2012) · DergiPark (Istanbul University) · Cited by 6
Lee, G.-S., & Lee, J. (2008) · Korean Journal of Human Ecology · doi:10.5934/kjhe.2008.17.2.271 · Cited by 6
Funkcje ewaluacji w zapewnianiu jakości kształcenia w uczelniach wyższych
Ciekot, K. (2007) · Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu · Cited by 6
Aspects of Motivation within the context of an ESP course
Katsara, O. (2008) · Cited by 6
UNITE: Enhancing Students' Self-efficacy through the Use of a 3D Virtual World
Baxter, G. J., Scullion, J., & Stansfield, M. (2020) · The UWS Academic Portal (University of the West of Scotland) · doi:10.3217/jucs-021-12-1635 · Cited by 6
Exploring students' beliefs about learning English in two public institutions
Avella, C., & Camargo, D. (2010) · Dialnet (Universidad de la Rioja) · Cited by 6
A Situated Framework for Socialising a Scholarship Mindset with Doctoral Students
Zygouris‐Coe, V. I., & Roberts, S. K. (2019) · International journal of doctoral studies · doi:10.28945/4406 · Cited by 6
“A scholarship mindset ideally must begin with incorporating intrinsic elements such as self-efficacy, selfmotivation (Bandura & Schunk, 1981; McCulloch et al., 2017), and self-discipline (Duckworth & Seligman, 2005).”
BackgroundSELF ESTEEM, SELF EFFICACY DAN PRESTASI AKADEMIK MAHASISWA AKUNTANSI: STUDI PADA KELAS PENGAUDITAN
Ashari, S., Asmara, E. N., & Supardi, S. (2019) · JIAFE (Jurnal Ilmiah Akuntansi Fakultas Ekonomi) · doi:10.34204/jiafe.v5i1.1236 · Cited by 6
Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students
Casinillo, L. F., & Casinillo, E. L. (2020) · Indonesian Journal Of Educational Research and Review · doi:10.23887/ijerr.v3i2.25670 · Cited by 6
“Similar to the findings of Kunal (2008), it is observed that students who are successful in their desired career have longer study time.”
ResultMcLure, F. I., Won, M., & Treagust, D. F. (2020) · Disciplinary and Interdisciplinary Science Education Research · doi:10.1186/s43031-020-00027-2 · Cited by 9
“A student who feels greater self-efficacy is more confident in their abilities to successfully learn (Schunk & Zimmerman, 2006).”
BackgroundInfluentialSharma, M. K., & Jamwal, M. (2022) · International Conference of Economics, Business, and Entrepreneurship (ICEBE) · doi:10.4108/eai.7-10-2021.2316215 · Cited by 6
When Do Firms Adjust Bonus Targets Intrayear ? Evidence from Sales Executives' Targets*
Arnold, M. C., Artz, M., & Grasser, R. (2022) · Contemporary Accounting Research · doi:10.1111/1911-3846.12834 · Cited by 6
Relationship between Physical-Mental Health and Spirituality with Self Efficacy in Military Staff
Marzabadi, E. A., Fathi-Ashtiani, A., Ahmadi-Zade, M. J., et al. (2015) · Majallah-i ṭibb-i niẓāmī · Cited by 6
Han, H., Lee, K., & Soylu, F. (2018) · Knowledge and Information Systems · doi:10.1007/s10115-017-1151-0 · Cited by 6
“According to Bandura and Schunk’s [1] seminal work, setting proximal goals, instead of distal goals, promotes self-efficacy, academic motivation, and achievement more effectively [32].”
BackgroundMethodResultInfluentialLecturer’s Language Style and Students’ Academic Self Efficacy in Higher Education of Indonesia
Gunawan, F., Mayasari, R., Muna, W., & Masruddin, M. (2019) · Arab World English Journal · doi:10.24093/awej/vol10no2.7 · Cited by 7
“Bandura & Schunk (1981) argue that self-efficacy is defined as students’ judgment of their potency to organize and conduct courses of action needed to achieve designated types of performances.”
BackgroundChildren’s Self-Perception as Readers
Pretzlik, U., & Chan, L. (2004) · Springer eBooks · doi:10.1007/978-94-017-1731-1_7 · Cited by 6
Psychometric Characteristics of the Science Teaching Efficacy Belief Inventory in South Africa
Mji, A., & Kiviet, A. M. (2003) · Psychological Reports · doi:10.2466/pr0.2003.92.1.325 · Cited by 6
Changes in personal standards and dysphoria: A longitudinal approach
Ahrens, A. H., & Abramson, L. Y. (1991) · Cognitive Therapy and Research · doi:10.1007/bf01172942 · Cited by 6
Attitudes Toward a Game-Based Approach to Mental Health
Kreutzer, C. P., & Bowers, C. A. (2015) · Cyberpsychology Behavior and Social Networking · doi:10.1089/cyber.2014.0382 · Cited by 6
“In contrast, those who experience lower levels of context-specific selfefficacy are less likely to develop an interest in the task, thus resulting in more negative reactions.(21) A review found perceived constraints (i.”
Neglected Psychological Elements of Free Will
Waller, B. N. (2004) · Philosophy, psychiatry & psychology · doi:10.1353/ppp.2004.0057 · Cited by 6
“With a weak sense of self-efficacy we give up sooner when confronting difficulties, whereas those with strong self-efficacy beliefs persevere (Bandura and Schunk 1981; Schunk 1981; Weinberg, Gould, Yukelson, and Jackson 1981).”
BackgroundRyan, M. P., & Hinojosa, J. J. (2015) · Health Psychology Open · doi:10.1177/2055102915624928 · Cited by 6
“…inherent in self-directed cessation efforts is that individuals may not set for themselves the moderately challenging, but attainable proximal subgoals that would build cessation competencies and coping-efficacy beliefs (see Bandura and Schunk, 1981, for an example of the proximal-subgoal method).”
BackgroundWang, Y.-H., Kao, P., & Liao, H. (2016) · Perceptual and Motor Skills · doi:10.1177/0031512516628377 · Cited by 6
“According to Bandura and Schunk (1981), self-efficacy is one’s judgment of or belief in one’s capability to perform a specific task at a particular level.”
BackgroundThe Power of Planning: Effective Self-Regulation of Goal Striving
Gollwitzer, P. M., Gawrilow, C., & Oettingen, G. (2008) · Cited by 7
Thomas, J. W., & Rohwer, W. D. (1993) · Recent research in psychology · doi:10.1007/978-1-4612-4376-2_12 · Cited by 6
SELF‐EFFICACY ASSESSMENT AND PEER GROUP ASSISTANCE IN A PRERETIREMENT INTERVENTION
Poser, E. G., & Engels, M. (1983) · Educational Gerontology · doi:10.1080/0380127830090206 · Cited by 6
Digiacomo, G. (2014) · CUNY Academic Works (City University of New York) · Cited by 6
Cognitive Theories of Motivation
Brewin, C. R. (1987) · Springer eBooks · doi:10.1007/978-1-4899-0827-8_13 · Cited by 6
Relationship of Self-Efficacy to Stages of Concern in the Adoption of Innovation in Higher Education
Marcu, A. D. (2013) · VTechWorks (Virginia Tech) · Cited by 6
Elaboration and empirical evaluation of the De Goede learning potential structural model
Burger, R. (2012) · SUNScholar (Stellenbosch University) · Cited by 6
Miller, B. G. (2001) · doi:10.31274/rtd-180813-103 · Cited by 6
David, H. (2003) · Electronic Theses of LMU Munich (Ludwig-Maximilians-Universität München) · doi:10.5282/edoc.1260 · Cited by 6
Luján, D. K. S. (2012) · Universidad de La Sabana · Cited by 6
Supporting secondary students' perseverance for solving challenging mathematics tasks
DiNapoli, J. (2024) · Library, Museums and Press - UDSpace (University of Delaware) · doi:10.58088/cj4b-zr82 · Cited by 7
Self-determination in physical education: designing class environments to promote active lifestyles
Bryan, C. (2006) · Louisiana State University · doi:10.31390/gradschool_dissertations.2212 · Cited by 7
Gamber, J. S. (2006) · Cited by 6
Self-regulatory training for helping students with special needs to learn mathematics
Kang, Y. (2010) · doi:10.17077/etd.yucmgqwa · Cited by 6
“In creating the new items, the investigator followed procedures outlined by Bandura and Schunk (1981) and the format used by Nielsen and Moore (2003).”
BackgroundMethodInfluentialFerguson, K. E. (2014) · SSRN Electronic Journal · doi:10.2139/ssrn.2431669 · Cited by 6
“First, positive 113 perceptions of self-efficacy are more likely to emerge when an individual is knowledgeable about the related areas of interest (Bandura & Schunk, 1981).”
Scott, K. E., Huth, N., Fukuda, E., Shutts, K., & Devine, P. G. (2024) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2024.101696 · Cited by 6
“Self-efficacy is also crucial as it is one of the strongest predictors of whether effort will be expended or whether people will succumb to anxiety in the face of challenges (Bandura, 1977, 1988; Bandura & Schunk, 1981; Matovu, 2020; Ng & Lovibond, 2020; Schunk, 1995).”
Bong, M. (2006) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-750-320251014 · Cited by 6
Guo, L., Liao, L., Li, D., & Liu, C. (2021) · International Journal of Computational Intelligence Systems · doi:10.2991/ijcis.d.210223.001 · Cited by 5
González, J. L., Muñoz, J. R. M., & Martín, J. G. (2021) · Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM · doi:10.5209/reciem.68146 · Cited by 12
Undergraduate students’ attitudes towards mathematical proving in an introduction to proof course
Häsä, J., Westlin, L., & Rämö, J. (2023) · Educational Studies in Mathematics · doi:10.1007/s10649-023-10239-8 · Cited by 11
“Self-efficacy is an accurate predictor of academic achievement (e.g., Bandura & Schunk, 1981; Bartimote-Aufflick et al., 2016; Pajares & Graham, 1999; Zimmerman, 2000).”
BackgroundBoden, K., Kuo, E., Nokes‐Malach, T. J., Wallace, T. L., & Menekşe, M. (2023) · The Journal of Educational Research · doi:10.1080/00220671.2023.2251415 · Cited by 9
“Academic self-efficacy describes student’s beliefs about their ability to successfully perform a task or solve a problem in a specific domain (Bandura & Schunk, 1981; Honicke & Broadbent, 2016).”
BackgroundChen, S., Zhang, L., & Li, M. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2463941 · Cited by 6
“Bandura and Schunk (1981) questioned the effectiveness of self-regulated learning because evidence for it was restricted to laboratory-based studies.”
Efficacy of an SMS-Based Smoking Intervention Using Message Self-Authorship: A Pilot Study
DeStasio, K. L., Hill, A. P., & Berkman, E. T. (2016) · The Journal of Smoking Cessation · doi:10.1017/jsc.2016.27 · Cited by 5
Integrating podcasts in the EFL classroom. A case study in 1º E.S.O.
Sevilla, J. E. (2018) · Estudios Ingleses de la Universidad Complutense · doi:10.5209/cjes.58382 · Cited by 5
Ring, E., O’Sullivan, L., Ryan, M., & Burke, P. (2018) · Cited by 5
Choice Matters: Equity and Literacy Achievement
McClung, N. A., Barry, E. R., Neebe, D., Mere-Cook, Y., Wang, Q., & Gonzalez-Balsam, M. (2019) · Berkeley Review of Education · doi:10.5070/b80037656 · Cited by 13
“Intrinsic motivation—which includes choice, interest, and self-efficacy (Bandura, 1997; Bandura & Schunk, 1981)—has been found to influence individuals’ decisions to read, how long they read, how much effort they put into reading, how much they engage with reading, and how much they enjoy it…”
BackgroundNon-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language
Chen, Z. (2021) · International Journal of English Linguistics · doi:10.5539/ijel.v11n2p137 · Cited by 7
“Moreover, self-regulation was found to be positively related to writing self-efficacy (Sun & Wang, 2020), which may be in part because learners developed self-efficacy beliefs as a result of how successful they perceived to be their self-regulatory strategies (Bandura & Schunk, 1981).”
BackgroundParra, C., & Mina, N. G. (2021) · Academicus International Scientific Journal · doi:10.7336/academicus.2021.24.09 · Cited by 5
Motivation and Strategies for Reading Comprehension in Middle School
Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021) · Revista Colombiana de Psicología · doi:10.15446/rcp.v30n2.88781 · Cited by 27
“This union can help the student mobilize motivational and instrumental resources (learning self-efficacy and strategies) to perform activities that require reading comprehension (Abd-El-Fatta, 2018; Bandura & Schunk, 1981).”
BackgroundKaraca, M., Bektaş, O., & Tarkın, A. (2022) · Psychology in the Schools · doi:10.1002/pits.22776 · Cited by 5
Akgül, Y., Uymaz, A. O., & Uymaz, P. (2024) · Environment and Social Psychology · doi:10.54517/esp.v9i4.2307 · Cited by 5
Cowin, J. B., Oberer, B. J., Lipuma, J. M., et al. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-51979-6_55 · Cited by 5
Exposure to netflix enhances listening effort and learning motivation among MICE learners
Tsai, Y.-Y., Wu, T.-L., & Chen, L.-G. (2024) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2024.100486 · Cited by 6
Klassen, R. M. (2006) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-750-320251009 · Cited by 6
Linking Teaching and Learning Environment Variables to Higher Order Thinking Skills
Rugutt, J. K. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-332-4_10 · Cited by 5
Broemer, P., Jonas, K. W., & Diehl, M. R. (2000) · Swiss Journal of Psychology · doi:10.1024//1421-0185.59.3.183 · Cited by 5
Jotting down notes or preparing for the future? Action identification and academic performance
Mange, J., Sénémeaud, C., & Michinov, N. (2012) · Social Psychology of Education · doi:10.1007/s11218-012-9205-3 · Cited by 5
Dinámica de la identidad, acción y contexto
Costalat-Founeau, A. M. (2007) · Revista de Psicología · doi:10.18800/psico.200701.005 · Cited by 5
The role of learner attributes and affect determining the impact of agent presence
Kim, Y. A. (2009) · International Journal of Learning Technology · doi:10.1504/ijlt.2009.028808 · Cited by 5
“I can’t” (Weiner, 1992) or “How sure are you ~?” (Bandura and Schunk, 1981; Pajares, 1996).”
A Review of Causes and Consequeces of Workplace Isolation
Siddique, M., Rasli, A., & Mahfar, M. (2014) · Sains Humanika · doi:10.11113/sh.v2n3.448 · Cited by 5
“Employees that have self-efficacy believe in persistence to achieve their goals (Bandura and Schunk, 1981).”
BackgroundIntrinsic-Extrinsic Utility Values and Academic Learning Motivation
Suzuki, T., & Sakurai, S. (2011) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.59.51 · Cited by 6
“内発的および外発的な利用価値が学習動機づけに与える影響の検討 鈴 木 高 志 櫻 井 茂 男 現在の学習が将来のために役立つと位置づける認知，すなわち「利用価値」は学習動機づけに適応的・ 不適応的両面の影響を与えるといわれてきた。本研究では，Kasser & Ryan（1993, 1996）の将来目標の 内発―外発の２分に従って，利用価値を，展望する将来目標により２分し⑴現在の学習が将来の自己成 長や社会貢献といった内発的将来目標のために役立つと考える「内発的利用価値」と，⑵現在の学習が 将来の金銭的成功や名声の獲得といった外発的将来目標のために役立つと考える「外発的利用価値」と を下位尺度とする「内発的－外発的利用価値尺度」を作…”
InfluentialÖzdemir, İ. E. Y. (2006) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 4
The Perceptions of STEM from Eighth-Grade African-American Girls in a High-Minority Middle School
Hare, L. N. (2017) · Digital Commons - Gardner-Webb University (Gardner–Webb University) · Cited by 5
Lee, J., & Blankenship, B. B. (2019) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/1521025119868850 · Cited by 6
“…& James, 2009), IBM (e.g., Oyserman, 2007; 704 Journal of College Student Retention: Research, Theory & Practice 23(3) Oyserman & Destin, 2010), and self-regulated learning in social cognitive theory (e.g., Bandura, 1997; Bandura & Schunk, 1981; Schunk, Pintrich, & Meece, 2008; Zimmerman, 2000).”
Saragih, F., & Kusnendi (2020) · doi:10.2991/assehr.k.200130.085 · Cited by 5
Hidaka, T., Takahashi, N. K., Hashimoto, K., Inoue, M., Terada, Y., Endo, S., Kakamu, T., Tsukahara, T., Abe, K., & Fukushima, T. (2021) · Diabetes Therapy · doi:10.1007/s13300-021-01175-y · Cited by 5
The Role of Entrepreneurial Self-Efficacy and Entrepreneurial Passion in Firm Performance
Saksamrit, N., & Sripongpun, K. (2021) · GATR Global Journal of Business Social Sciences Review · doi:10.35609/gjbssr.2021.9.1(4 · Cited by 5
Teng, B., Rosbergen, I. C. M., Gomersall, S. R., Hatton, A. L., & Brauer, S. (2022) · Journal of Aging and Physical Activity · doi:10.1123/japa.2021-0192 · Cited by 5
Cholsakorn, P., & Piamsai, C. (2022) · Kasetsart Journal of Social Sciences · doi:10.34044/j.kjss.2022.43.3.24 · Cited by 8
Será que sou capaz?: Estudo diferencial de auto-eficácia com alunos do nono ano
Coimbrã, S., & Fontaine, A. M. (2010) · Redalyc (Universidad Autónoma del Estado de México) · Cited by 5
Automating Systems Course Unit and Integration Testing
Weikle, D. A. B., Lam, M. O., & Kirkpatrick, M. S. (2019) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3287324.3287502 · Cited by 7
“From the affective perspective, the tests serve as proximal subgoals [1] that reinforce motivation.”
BackgroundMethodLearning as a Creative Process
Stoeger, H. (2012) · Springer eBooks · doi:10.1007/978-981-4021-93-7_1 · Cited by 5
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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