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 cited source doesn’t support the claim as written.
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]
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measuredThe 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
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
“r(8) = .61,p < .001”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Reported p < .001 · recomputed p = .061
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“r(18) = .39,p < .05”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Reported p < .05 · recomputed p = .089
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upr(8) = 0.61reported p < .001 · recomputed p = .061The two fall on opposite sides of .05
“r(8) = .61,p < .001”
- Doesn’t add upr(18) = 0.39reported p < .05 · recomputed p = .089
“r(18) = .39,p < .05”
- Not confirmedr(28) = 0.42reported p < .01 · recomputed p = .021
“r(28) = .42,p < .01”
- Not confirmedr(28) = 0.32reported p < .05 · recomputed p = .085
“r(28) = .32,p < .05”
- Not confirmedr(28) = 0.33reported p < .05 · recomputed p = .075
“r(28) = .33,p < .05”
- Not confirmedr(38) = 0.49reported p < .001 · recomputed p = .001
“r(38)= .49,p < .001”
- Not confirmedr(28) = 0.4reported p < .025 · recomputed p = .029
“r(28) = .40,p < .025”
- Not confirmedr(28) = 0.25reported p < .1 · recomputed p = .183
“r(28) = .25,p < .10”
- Not confirmedr(8) = 0.63reported p = .025 · recomputed p = .051
“r(8) = .63,p = .025”
- Not confirmedr(38) = 0.27reported p < .05 · recomputed p = .092
“r(38) = .27,p < .05”
- ConsistentF(3, 36) = 10.13reported p < .001 · recomputed p < .001
“F(3, 36) = 10.13,p < .001”
- ConsistentF(6, 72) = 5.96reported p < .001 · recomputed p < .001
“F(6, 72) = 5.96, p < .001”
- ConsistentF(3, 36) = 12.8reported p < .001 · recomputed p < .001
“F(3, 36) = 12.80, p < .001”
- ConsistentF(3, 36) = 12.55reported p < .001 · recomputed p < .001
“F(3, 36) = 12.55, p < .001”
- ConsistentF(3, 36) = 5.67reported p < .005 · recomputed p = .003
“F(3, 36) = 5.67, p < .005”
- ConsistentF(3, 36) = 3.57reported p < .05 · recomputed p = .023
“F(3, 36) = 3.57, p < .05”
- ConsistentF(1, 27) = 3.94reported p < .1 · recomputed p = .057
“F(1, 27) = 3.94, p < .10”
- ConsistentF(1, 27) = 5.44reported p < .05 · recomputed p = .027
“F(1, 27) = 5.44, p < .05”
- ConsistentF(1, 27) = 3.66reported p < .1 · recomputed p = .066
“F(1, 27) = 3.66, p < .10”
- ConsistentF(1, 27) = 4.67reported p < .05 · recomputed p = .040
“F(1, 27) = 4.67, p < .05”
- ConsistentF(3, 36) = 3.06reported p < .05 · recomputed p = .040
“F(3, 36) = 3.06, p < .05”
- Consistentr(38) = 0.42reported p < .01 · recomputed p = .007
“r(38) = .42,p < .01”
- Consistentr(38) = 0.51reported p < .001 · recomputed p < .001
“r(38) = .51,p < .001”
- Consistentr(38) = 0.58reported p < .001 · recomputed p < .001
“r(38) = .58,p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Self-check results appear here once an independent check has confirmed them.
Citations
Cites
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925
Self-citationKytle, J., & Bandura, A. (1978) · Contemporary Sociology · doi:10.2307/2065952 · Cited by 25,422
Self-citationSelf-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
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Toward a theory of task motivation and incentives
Locke, E. A. (1968) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(68)90004-4 · Cited by 2,409
New directions in attribution research
Harvey, J. H., Ickes, W. J., & Kidd, R. F. (1976) · Medical Entomology and Zoology · Cited by 1,994
Cognitive processes mediating behavioral change.
Bandura, A., Adams, N. E., & Beyer, J. (1977) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.35.3.125 · Cited by 1,392
Self-citationAnalysis of self-efficacy theory of behavioral change
Bandura, A., & Adams, N. E. (1977) · Cognitive Therapy and Research · doi:10.1007/bf01663995 · Cited by 1,338
Self-citationDissonance processes as self-affirmation.
Steele, C. M., & Liu, T. J. (1983) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.45.1.5 · Cited by 785
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
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Self-citation
Research works printed but not linked: 3
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Cited by
Sorted by citations
Items 101–200 of 2,552
Self-efficacy and classroom learning
Schunk, D. H. (1985) · Psychology in the Schools · doi:10.1002/1520-6807(198504)22:2 · Cited by 472
Self-citationSelf-Regulation of Motivation and Action Through Goal Systems
Bandura, A. (1988) · Springer eBooks · doi:10.1007/978-94-009-2792-6_2 · Cited by 470
Self-citationInstructional Contexts for Engagement and Achievement in Reading
Guthrie, J. T., Wigfield, A., & You, W. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_29 · Cited by 479
Goal Setting as a Strategy for Health Behavior Change
Strecher, V. J., Seijts, G. H., Kok, G. J., Latham, G. P., Glasgow, R., DeVellis, B., Meertens, R. M., & Bulger, D. W. (1995) · Health Education Quarterly · doi:10.1177/109019819502200207 · Cited by 445
Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals.
Zimmerman, B. J., & Kitsantas, A. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.241 · Cited by 467
Social Competence at School: Relation Between Social Responsibility and Academic Achievement
Wentzel, K. R. (1991) · Review of Educational Research · doi:10.3102/00346543061001001 · Cited by 452
“For instance, Bandura and Schunk (1981) suggest that setting explicit proximal subgoals in the service of larger but future goals (linking goals hierarchically) results in greater persistence, enhanced perceptions of self-efficacy, and increased intrinsic interest for children in learning…”
BackgroundParents' influence on children's achievement-related perceptions.
Frome, P. M., & Eccles, J. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.74.2.435 · Cited by 615
Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement.
Schunk, D. H. (1983) · Journal of Educational Psychology · doi:10.1037/0022-0663.75.6.848 · Cited by 458
“The parallel form was developed in previous research (Bandura & Schunk, 1981); the two forms correlated highly (r = .87) in a reliability assessment conducted in conjunction with that study.”
BackgroundMethodResultInfluentialSelf-citationThe effects of subjective norms on behaviour in the theory of planned behaviour: A meta‐analysis
Manning, M. A. (2009) · British Journal of Social Psychology · doi:10.1348/014466608x393136 · Cited by 480
Effects of effort attributional feedback on children's perceived self-efficacy and achievement.
Schunk, D. H. (1982) · Journal of Educational Psychology · doi:10.1037/0022-0663.74.4.548 · Cited by 453
“The procedure was similar to that followed in previous research (Bandura & Schunk, 1981; Schunk, 1981).”
BackgroundResultSelf-citationMood and self-efficacy: Impact of joy and sadness on perceived capabilities
Kavanagh, D. J., & Bower, G. H. (1985) · Cognitive Therapy and Research · doi:10.1007/bf01173005 · Cited by 446
Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations
Kim, Y. A., & Baylor, A. L. (2015) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-015-0055-y · Cited by 450
Problem-based learning and self-efficacy: How a capstone course prepares students for a profession
Dunlap, J. C. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504858 · Cited by 420
“Research indicates a strong and positive influence of efficacy beliefs on various aspects of student motivation and achievement (e.g., Bandura & Schunk, 1981; Betz & Hackett, 1981; Pajares & Miller, 1994, 1997; Pintrich & De Groot, 1990; Schunk, 1982, 1983, 1984a, 1984b; Zimmerman, Bandura, & Martinez-Pons, 1992; see…”
BackgroundAn Integrated Control Theory Model of Work Motivation
Klein, H. J. (1989) · Academy of Management Review · doi:10.5465/amr.1989.4282072 · Cited by 501
Metacognition in Action: The Importance of Implementation Intentions
Gollwitzer, P. M., & Schaal, B. (1998) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0202_5 · Cited by 415
“…whether people meet their goals depends on both how goal content is framed (e.g., specific vs. abstract, Locke & Latham, 1990; proximal vs. distal, Bandura & Schunk, 1981; or as performance goal vs. learning goal, Dweck, 1996) and how people regulate the respective goal-directed actions (e.g.,…”
BackgroundSelf-efficacy and human motivation
(2021) · Advances in Motivation Science · doi:10.1016/bs.adms.2020.10.001 · Cited by 439
Self-citationMotivating Self-Regulated Problem Solvers
Zimmerman, B. J., & Campillo, M. (2003) · Cambridge University Press eBooks · doi:10.1017/cbo9780511615771.009 · Cited by 445
Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML
Koper, R. (2001) · DSpace (Open University in the Netherlands) · Cited by 407
Grusec, J. E. (1992) · Developmental Psychology · doi:10.1037/0012-1649.28.5.776 · Cited by 488
Acquiring writing revision and self-regulatory skill through observation and emulation
Zimmerman, B. J., & Kitsantas, A. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.4.660 · Cited by 412
Teacher Evaluation in the Organizational Context: A Review of the Literature
Darling‐Hammond, L., Wise, A. E., & Pease, S. R. (1983) · Review of Educational Research · doi:10.3102/00346543053003285 · Cited by 401
Motivation, Emotion, and Cognition
(2004) · Routledge eBooks · doi:10.4324/9781410610515 · Cited by 408
Magogwe, J. M., & Oliver, R. (2007) · System · doi:10.1016/j.system.2007.01.003 · Cited by 402
Graham, S., & Harris, K. R. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.353 · Cited by 395
Teacher and Collective Efficacy Beliefs as Predictors of Professional Commitment
Ware, H. W., & Kitsantas, A. (2007) · The Journal of Educational Research · doi:10.3200/joer.100.5.303-310 · Cited by 386
Unique effects of setting goals on behavior change: Systematic review and meta-analysis.
Epton, T., Currie, S., & Armitage, C. J. (2017) · Journal of Consulting and Clinical Psychology · doi:10.1037/ccp0000260 · Cited by 383
“…considered to be a key element in helping individuals to regulate their own behavior and has been used in numerous fields including education (e.g., Bandura & Schunk, 1981), sport (e.g., Anshel, Weinberg, & Jackson, 1992), health (e.g., Alexy, 1985), social behaviors (e.g., Madera, King, & Hebl,…”
BackgroundSelf-Regulation Differences during Athletic Practice by Experts, Non-Experts, and Novices
Cleary, T. J., & Zimmerman, B. J. (2001) · Journal of Applied Sport Psychology · doi:10.1080/104132001753149883 · Cited by 379
“A measure of self-efficacy during free-throw shooting was developed according to the guidelines outlined by Bandura and Schunk (1981). The measure consisted of three items assessing the participant’s confidence in making two consecutive free throws.”
MethodSelf-regulating academic learning and achievement: The emergence of a social cognitive perspective
Zimmerman, B. J. (1990) · Educational Psychology Review · doi:10.1007/bf01322178 · Cited by 376
The assessment and predictive generality of self-percepts of efficacy
Bandura, A. (1982) · Journal of Behavior Therapy and Experimental Psychiatry · doi:10.1016/0005-7916(82)90004-0 · Cited by 376
Self-citationPeterson, R. S., & Behfar, K. J. (2003) · Organizational Behavior and Human Decision Processes · doi:10.1016/s0749-5978(03)00090-6 · Cited by 363
“Consistent positive feedback should encourage high collective efficacy, which in turn should encourage persistence in problem solving and improved performance (Bandura & Schunk, 1981).”
BackgroundSelf-Efficacy as an Engaged Learner
Schunk, D. H., & Mullen, C. A. (2012) · Springer eBooks · doi:10.1007/978-1-4614-2018-7_10 · Cited by 439
Self-citationMathieu, J. E., Martineau, J., & Tannenbaum, S. I. (1993) · Personnel Psychology · doi:10.1111/j.1744-6570.1993.tb00870.x · Cited by 369
Conceptualizing student motivation
Brophy, J. (1983) · Educational Psychologist · doi:10.1080/00461528309529274 · Cited by 370
Turning “play” into “work” and “work” into “play”
Lepper, M. R., & Corpus, J. H. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50032-5 · Cited by 384
Development and validation of a physical self-efficacy scale.
Ryckman, R. M., Robbins, M. A., Thornton, B., & Cantrell, P. J. (1982) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.42.5.891 · Cited by 433
Goal Effects on Action and Cognition
Gollwitzer, P. M., & Moskowitz, G. B. (1996) · KOPS (University of Konstanz) · Cited by 404
(2014) · Cited by 353
Mills, N. A., Pajares, F., & Herron, C. (2006) · Foreign Language Annals · doi:10.1111/j.1944-9720.2006.tb02266.x · Cited by 347
“Students with a strong sense of academic self-efficacy have been proven to willingly undertake challenging tasks (Bandura & Schunk, 1981), expend greater effort (Salomon, 1984), show increased persistence in the presence of obstacles (Bandura & Schunk, 1981; Schunk, 1982), demonstrate lower anxiety…”
InfluentialPurdie, N., Hattie, J., & Douglas, G. A. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.87 · Cited by 367
The Relation of Self-Efficacy and Grade Goals to Academic Performance
Wood, R. E., & Locke, E. A. (1987) · Educational and Psychological Measurement · doi:10.1177/0013164487474017 · Cited by 337
Effects of training on Internet self-efficacy and computer user attitudes
Torkzadeh, G., & Dyke, T. P. V. (2002) · Computers in Human Behavior · doi:10.1016/s0747-5632(02)00010-9 · Cited by 335
“Those with low self-efficacy tend to engage in fewer challenging efforts; they give up more easily under adversity and evidence less mastery, which in turn reinforces their low self-efficacy (Bandura, 1977, 1982; Bandura & Schunk, 1981).”
BackgroundSelf-Confidence and Sports Performance
Feltz, D. L. (1988) · Exercise and Sport Sciences Reviews · doi:10.1249/00003677-198800160-00016 · Cited by 334
“domains of psychological functioning, including motivation [8], achievement behavior [9, 80], career choice and”
BackgroundInterest and Identity Development in Instruction: An Inductive Model
Renninger, K. A. (2009) · Educational Psychologist · doi:10.1080/00461520902832392 · Cited by 346
“…to recognize and make use of opportunities and resources (Barron, 2006; Mitchell, 1993); and (c) value for the content knowledge that they have (Bandura & Schunk, 1981; Wigfield & Eccles, 2002), self-concept of ability (Denissen, Zarrett, & Eccles, 2007; Eccles et al., 1993), competence…”
BackgroundZimmerman, B. J., & Kitsantas, A. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.03.004 · Cited by 342
Academic Performance of College Students: Influence of Time Spent Studying and Working
Nonis, S. A., & Hudson, G. I. (2006) · Journal of Education for Business · doi:10.3200/joeb.81.3.151-159 · Cited by 323
Johnson, R. D., & Marakas, G. M. (2000) · Information Systems Research · doi:10.1287/isre.11.4.402.11869 · Cited by 321
Emerging Perspectives on Learning, teaching, and technology
Orey, M. A. (2001) · Cited by 323
Social action theory for a public health psychology.
Ewart, C. K. (1991) · American Psychologist · doi:10.1037//0003-066x.46.9.931 · Cited by 395
“…as mastering a health-promoting sport or selfcontrol technique, moderately difficult goals should generate greater persistence as they ensure a sense of achievement and provide more informative feedback about one's capabilities than do very easy or very difficult goals (Bandura & Schunk, 1981).”
BackgroundLearning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy
Moos, D. C., & Azevedo, R. (2009) · Review of Educational Research · doi:10.3102/0034654308326083 · Cited by 319
“It is not surprising that this vast array of research has found a strong, positive relationship (e.g., Bandura & Schunk, 1981; Betz & Hackett, 1981; Pajares, 1996; Pajares & Miller, 1994; Pintrich & De Groot, 1990; Schunk, 1982, 1983, 1984, 1989, 1991; Wigfield, Guthrie, & Tonks, 2004; Zimmerman,…”
BackgroundOnce a boring task always a boring task? Interest as a self-regulatory mechanism.
Sansone, C., Weir, C. R., Harpster, L., & Morgan, C. L. (1992) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.63.3.379 · Cited by 444
FUTURE ORIENTATION AND SOCIALIZATION*
Trommsdorff, G. (1983) · International Journal of Psychology · doi:10.1080/00207598308247489 · Cited by 310
Mechanisms governing organizational performance in complex decision-making environments
Wood, R. E., Bandura, A., & Bailey, T. (1990) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(90)90028-8 · Cited by 303
Self-citationEwart, C. K., Taylor, C. B., Reese, L., & DeBusk, R. F. (1983) · The American Journal of Cardiology · doi:10.1016/0002-9149(83)90348-x · Cited by 302
Second‐year medical students’ motivational beliefs, emotions, and achievement
Artino, A. R., LaRochelle, J. S., & Durning, S. J. (2010) · Medical Education · doi:10.1111/j.1365-2923.2010.03712.x · Cited by 317
Fazey, D. M. A., & Fazey, J. A. (2001) · Studies in Higher Education · doi:10.1080/03075070120076309 · Cited by 321
Self-Regulatory Dimensions of Academic Learning and Motivation
Zimmerman, B. J., & Risemberg, R. (1997) · Elsevier eBooks · doi:10.1016/b978-012554255-5/50005-3 · Cited by 295
“I Care about Nature, but …”: Disengaging Values in Assessing Opportunities that Cause Harm
Shepherd, D. A., Patzelt, H., & Baron, R. A. (2012) · Academy of Management Journal · doi:10.5465/amj.2011.0776 · Cited by 303
Miao, C., Qian, S., & Ma, D. (2016) · Journal of Small Business Management · doi:10.1111/jsbm.12240 · Cited by 338
Chronic Noise and Psychological Stress
Evans, G. W., Hygge, S., & Bullinger, M. (1995) · Psychological Science · doi:10.1111/j.1467-9280.1995.tb00522.x · Cited by 288
Young Children's Environmental Attitudes and Behaviors
Evans, G. W., Brauchle, G., Haq, A., Stecker, R., Wong, K. J., & Shapiro, E. (2007) · Environment and Behavior · doi:10.1177/0013916506294252 · Cited by 279
“This format was adapted from Bandura and Schunk (1981).”
MethodChildhood Origins of Young Adult Environmental Behavior
Evans, G. W., Otto, S., & Kaiser, F. G. (2018) · Psychological Science · doi:10.1177/0956797617741894 · Cited by 277
The development of children’s environmental attitude and behavior
Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019) · Global Environmental Change · doi:10.1016/j.gloenvcha.2019.101947 · Cited by 278
Déniz-García, A., Fabelo, H. A., Rodríguez-Almeida, A. J., Zamorano, G. B. Z., Castro-Fernández, M., Alberiche-Ruano, M. P., Solvoll, T. G., Granja, C., Schopf, T. R., Callicó, G. M., et al. (2023) · Journal of Medical Internet Research · doi:10.2196/44030 · Cited by 321
“Evidence suggests that goal setting should be explored by users rather than imposed on them [106-110].”
Illusions of efficacy: The effects of group size on perceived efficacy in social dilemmas
Kerr, N. L. (1989) · Journal of Experimental Social Psychology · doi:10.1016/0022-1031(89)90024-3 · Cited by 262
Beyond Willpower: Strategies for Reducing Failures of Self-Control
Duckworth, A. L., Milkman, K. L., & Laibson, D. (2018) · Gothic.net · doi:10.1177/1529100618821893 · Cited by 294
“The former group outperformed the latter group by about 40% on a posttest of math skill (Bandura & Schunk, 1981).”
BackgroundGraham, S., Schwartz, S. S., & MacArthur, C. A. (1993) · Journal of Learning Disabilities · doi:10.1177/002221949302600404 · Cited by 261
Self-Determination and the Education of Students with Mental Retardation
Wehmeyer, M. L. (1992) · Education and training in mental retardation · doi:10.1177/104298599202700402 · Cited by 261
“Likewise, Bandura and Schunk (1981) and Schunk (1985) found increased self-efficacy and task motivation for students who self-set goals.”
Overconfidence in Initial Self-Efficacy Judgments: Effects on Decision Processes and Performance
Stone, D. N. (1994) · Organizational Behavior and Human Decision Processes · doi:10.1006/obhd.1994.1069 · Cited by 259
Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span
Berry, J. M., & West, R. L. (1993) · International Journal of Behavioral Development · doi:10.1177/016502549301600213 · Cited by 262
Using Parent/Clinician Partnerships in Parent Education Programs for Children with Autism
Brookman-Frazee, L., & Koegel, R. L. (2004) · Journal of Positive Behavior Interventions · doi:10.1177/10983007040060040201 · Cited by 258
“These parental perceptions are important because they may be related to the amount of effort parents expend and how long they persist in their goals (Bandura & Adams, 1977; Bandura & Schunk, 1981).”
BackgroundLuzzo, D. A., Hasper, P., Albert, K. A., Bibby, M. A., & Jr. Martinelli Edward, A. (1999) · Journal of Counseling Psychology · doi:10.1037/0022-0167.46.2.233 · Cited by 268
Stevens, C. K., Bavetta, A. G., & Gist, M. E. (1993) · Journal of Applied Psychology · doi:10.1037/0021-9010.78.5.723 · Cited by 255
Keep Your Fingers Crossed!: How Superstition Improves Performance
Damisch, L., Stoberock, B., & Mussweiler, T. (2010) · Psychological Science · doi:10.1177/0956797610372631 · Cited by 251
“Cognitive factors such as the setting of more challenging goals (Zimmerman, 1995) and motivational factors such as higher persistence in a given task (Bandura & Schunk, 1981) contribute to this effect.”
BackgroundUnderstanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure
Rozental, A., & Carlbring, P. (2014) · Psychology · doi:10.4236/psych.2014.513160 · Cited by 251
“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).”
BackgroundGender Differences in Mathematics Self-Efficacy Beliefs
Pajares, F. (2004) · Cambridge University Press eBooks · doi:10.1017/cbo9780511614446.015 · Cited by 254
Motivation and Achievement in Early Adolescence
Wentzel, K. R. (1993) · The Journal of Early Adolescence · doi:10.1177/0272431693013001001 · Cited by 258
Sawyer, R. J., Graham, S., & Harris, K. R. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.340 · Cited by 249
Effective self-regulation of goal attainment
Oettingen, G., Hönig, G., & Gollwitzer, P. M. (2000) · International Journal of Educational Research · doi:10.1016/s0883-0355(00)00046-x · Cited by 254
“…can be made on the basis of structural and thematic di!erences of the set goal (e.g., promotion versus prevention goals; Higgins, 1997; learning versus performance goals; Dweck, 1999; speci"c versus do your best goals; Locke & Latham, 1990; proximal versus distal goals; Bandura & Schunk, 1981).”
BackgroundSupporting children’s mental health in schools: teacher views
Graham, A. P., Phelps, R. A., Maddison, C., & Fitzgerald, R. M. (2011) · Teachers and Teaching · doi:10.1080/13540602.2011.580525 · Cited by 244
“Consistent with notions of self-efficacy (Bandura, 1977 , 1981 , 1997 ), teachers beliefs about students’ mental health, together with perceptions of their own capability to recognise and deal with mental health-related issues, will potentially influence their responses and hence the success or otherwise of mental hea…”
MethodGraham, S., & Harris, K. R. (1989) · Exceptional Children · doi:10.1177/001440298905600305 · Cited by 241
Children's Perceived Academic Self-Efficacy: An Inventory Scale
Jinks, J. L., & Morgan, V. (1999) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098659909599398 · Cited by 239
McDonald, T., & Siegall, M. (1992) · The Journal of Psychology · doi:10.1080/00223980.1992.10543380 · Cited by 238
Financial Literacy and Long- and Short-Term Financial Behavior in Different Age Groups
Henager, R., & Cude, B. J. (2016) · Journal of Financial Counseling and Planning · doi:10.1891/1052-3073.27.1.3 · Cited by 238
Digital Inclusiveness--Longitudinal Study of Internet Adoption by Older Adults
Lam, J., & Lee, M. (2006) · Journal of Management Information Systems · doi:10.2753/mis0742-1222220407 · Cited by 240
“, [5]) have shown that prior performance exerts influence on self-efficacy, outcome expectations, and, subsequently, future performance.”
BackgroundThe relation of self-efficacy and interests: a meta-analysis of 60 samples
Rottinghaus, P. J., Larson, L. M., & Borgen, F. H. (2003) · Journal of Vocational Behavior · doi:10.1016/s0001-8791(02)00039-8 · Cited by 238
Schwinger, M., Steinmayr, R., & Spinath, B. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.08.006 · Cited by 241
Biglan, A., & Hayes, S. C. (1996) · Applied and Preventive Psychology · doi:10.1016/s0962-1849(96)80026-6 · Cited by 234
“…treatment, it has been applied to smoking cessation (Condiotte & Lichtenstein, 1981; Baer, Holt, & Lichtenstein, 1986), smoking prevention (McAlister, Perry, & Maccoby, 1979), depression (Zeiss, Lewinsohn, & Munoz, 1979), social skills (Kazdin, 1979), and arithmetic skills (Bandura & Schunk, 1981).”
How to Measure Motivation: A Guide for the Experimental Social Psychologist
Touré‐Tillery, M., & Fishbach, A. (2014) · Social and Personality Psychology Compass · doi:10.1111/spc3.12110 · Cited by 281
“For example, to demonstrate the effect of priming on motivation, Bargh et al. (2001) measured motivation through participants’ performance at five word search puzzles and showed that participants primed with achievement found more words than did control participants, that is, they were more motivated to achieve.”
BackgroundSchunk, D. H., & Zimmerman, B. J. (2003) · Wiley eBooks · doi:10.1002/0471264385.wei0704 · Cited by 242
Self-citationApplication of Structural Equation Modeling in Educational Research and Practice
Teo, T., Tsai, L. T., & Yang, C. C. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-332-4 · Cited by 250
Bernat, E., & Gvozdenko, I. (2005) · UNSWorks (UNSW Sydney) · Cited by 229
The effect of occupational self-efficacy on work performance through intrinsic work motivation
Çetin, F., & Aşkun, D. (2018) · Management Research Review · doi:10.1108/mrr-03-2017-0062 · Cited by 319
“Introduction of a cognitive capacity variable: Self-efficacy on motivation and performance According to Bandura and Schunk (1981), self-evaluative reactions to one’s own behavior can be important determinants for self-motivation.”
BackgroundMathematics achievement and self-efficacy: Relations with motivation for mathematics
Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015) · International Journal of Educational Research · doi:10.1016/j.ijer.2015.06.008 · Cited by 229
Bong, M. (2008) · The Journal of Experimental Education · doi:10.3200/jexe.76.2.191-217 · Cited by 226
Exploring new dimensions of mathematics-related affect: embodied and social theories
Hannula, M. S. (2012) · Research in Mathematics Education · doi:10.1080/14794802.2012.694281 · Cited by 223
“By the end of the 1980s, a number of local theories for mathematics-related affect had been developed, such as self-efficacy in mathematics (Bandura and Schunk 1981), affect in mathematical problem solving (Schoenfeld 1985; McLeod and Adams 1989), and mathematics anxiety (Hembree 1990), each with their own usage of te…”
BackgroundPedagogical agents as learning companions: the impact of agent emotion and gender
Kim, Y., Baylor, A. L., & Shen, E. (2007) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00210.x · Cited by 228
“' (Bandura & Schunk 1981; Pajares 1996).”
Hsieh, P.-H. P., & Schallert, D. L. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.01.003 · Cited by 247
Motivation and Self-Regulated Learning
Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2000) · Advances in psychology · doi:10.1016/s0166-4115(00)80007-2 · Cited by 223
Oyserman, D., & James, L. (2011) · Handbook of Identity Theory and Research · doi:10.1007/978-1-4419-7988-9_6 · Cited by 219
Teacher Evaluation: A Study of Effective Practices
Wise, A. E., Darling‐Hammond, L., McLaughlin, M. W., & Tyson-Bernstein, H. (1985) · The Elementary School Journal · doi:10.1086/461437 · Cited by 223
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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