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
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
Self-citationDeci, E. L. (1975) · doi:10.1007/978-1-4613-4446-9 · Cited by 2,911
Toward a theory of task motivation and incentives
Locke, E. A. (1968) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(68)90004-4 · Cited by 2,409
New directions in attribution research
Harvey, J. H., Ickes, W. J., & Kidd, R. F. (1976) · Medical Entomology and Zoology · Cited by 1,994
Cognitive processes mediating behavioral change.
Bandura, A., Adams, N. E., & Beyer, J. (1977) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.35.3.125 · Cited by 1,392
Self-citationAnalysis of self-efficacy theory of behavioral change
Bandura, A., & Adams, N. E. (1977) · Cognitive Therapy and Research · doi:10.1007/bf01663995 · Cited by 1,338
Self-citationDissonance processes as self-affirmation.
Steele, C. M., & Liu, T. J. (1983) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.45.1.5 · Cited by 785
Modeling and attributional effects on children's achievement: A self-efficacy analysis.
Schunk, D. H. (1981) · Journal of Educational Psychology · doi:10.1037/0022-0663.73.1.93 · Cited by 781
Self-citation
Research works printed but not linked: 3
- [5]5. Bandura, A. The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (Vol.
- [6]6. Hillsdale, N.J.: Erlbaum, in press.
- [18]18. Jeffery, K. M. The effects of goal-setting on self-motivated persistence. Unpublished doctoral dissertation, Stanford University, 1977.
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Developing Undergraduate Projects in Multinational Teams to Enhance Employability
Escudeiro, N., Escudeiro, P. M., & Barata, A. (2011) · Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) · doi:10.4122/1.1000054641 · Cited by 1
“In the last decades, the theoretical and empirical developments around the social support have enabled to define, understand and detail the role of perception and of the social support as a strongly predictive factor of well-being [15,16] and of individual adjustment [17,18,19].”
BackgroundFostering Accurate Self-Efficacy Beliefs in Middle School Mathematics Students
Hardy, E. (2013) · Cited by 1
Safa, S., & Ghonsooly, B. (2015) · Journal of applied linguistics and language research · Cited by 1
Effects of Anchoring on Perceived Self-efficacy, Task Persistence and Performance
Ang, H. L., & Lim, K. M. (2007) · The International Journal of Creativity and Problem Solving · Cited by 1
Griffin, C. S., & Gable, R. K. (2016) · ScholarsArchive at Johnson & Wales University (Johnson & Wales University) · Cited by 1
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Tucker, B. M. (2013) · UWA Profiles and Research Repository (UWA) · Cited by 1
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Glessner, K. I. (2016) · Digital Commons (Liberty University) · Cited by 1
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“특히 높은 수준의 자기효능감을 갖고 있는 사람은 특수한 목표나 목적과 관련된 장애를 극복하려는데 있어 낮은 자기효능감을 가지고 있는 사람보다 더 노력한다고 알려져 있다(Bandura & Schunk, 1981; Schunk, 1983).”
Analytics and Findings for Competency and Confidence
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Hosseini, S. M. M., Tahriri, A., & Tous, M. D. (2016) · International Journal of Research Studies in Psychology · doi:10.5861/ijrsp.2016.1585 · Cited by 1
“It can be inferred from Bandura and Schunk (1981) and Pajares (2002) that self-efficacy influences the choice of task and activity that learners pick up, the effort they exert and their final achievement.”
BackgroundElstad, E., Arnesen, T., & Christophersen, K.-A. A. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-648-4_4 · Cited by 1
Lynch, R. (2016) · Journal of Psychologists and Counsellors in Schools · doi:10.1017/jgc.2016.27 · Cited by 1
“Indeed, many studies have demonstrated significant correlation between these two variables, with increased levels of self-efficacy associated with increased interest (Bandura & Schunk, 1981; Lent, Brown, & Larkin, 1986; Rottinghaus, Larson, & Borgen, 2003).”
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“…1 本研究の一部は JPSP特別研究員奨励費 16J07944の助成を受 けた。 2 論文の作成にあたり，京都大学教育学研究科教育認知心理 学講座のみなさまから貴重なご助言をいただきました。また， 実験の実施におきましてはたくさんの方々にご協力いただきま した。心よりお礼申し上げます。 心理学研究 2019年 https://doi.org/10.4992/jjpsy.90.17037 原 著 論 文 Original Article 諦め行動が持続性を低下させることへの対策として， 自己効力感を高めるための介入を行うタイミングの影…”
InfluentialSECONDARY SCHOOL TEACHERS' BELIEFS FOR TEACHING WRITING ACROSS THE CURRICULUM
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“Finally, research shows the benefits of proximal subgoals and immediate rewards, as proximal subgoals (close, at-tainable subgoals) over distal goals (larger, further away goals) caused intrinsic interest and personal efficacy [1].”
BackgroundJudge, C. (2020) · WRIT Journal of First-Year Writing · doi:10.25035/writ.03.01.03 · Cited by 1
Bagheri, J., Daryani, S. M., Ardabili, F. S., Azadi, B., & Ahmadlu, M. (2019) · International Journal of Organizational Leadership · doi:10.33844/ijol.2020.60484 · Cited by 1
“People with higher perceived self-efficacy attempt more at mastering a task and are less likely to 14 give up or abandon it compared to individuals with lower perceived self-efficacy (Bandura & Schunk, 1981; Schunk, 1981).”
BackgroundFraming Learner’s Verbal Report Data in Reading Comprehension; Uncovering the Cognitive Processes
Savira, S. I., & Ahmadi, A. (2020) · Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020) · doi:10.2991/assehr.k.201201.013 · Cited by 1
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Tsoi, S. L. N. M. T. A., de Boer, A., & Koster, A. S. (2014) · Journal of Pharmacy and Pharmacology · doi:10.17265/2328-2150/2014.10.005 · Cited by 1
“Many studies from the early elementary school to adult education have been conducted to analyze how learning is influenced by motivational factors [10-13].”
SEX DIFFERENCES IN SELF-EFFICACY BELIEFS OF ELEMENTARY SCIENCE TEACHERS
Kiviet, A. M. (2003) · Psychological Reports · doi:10.2466/pr0.92.1.333-338 · Cited by 1
Berry, M. P., Adams, M. A., Butryn, M. L., Kerrigan, S. G., & Forman, E. M. (2022) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2022.2090988 · Cited by 2
“…specifically on goal achievement (rather than increasing PA more generally) to align with theories of proximal goal-setting which emphasise the role of expectancies specific to goal attainment in predicting future performance (Bandura & Schunk, 1981; Bandura & Simon, 1977; Stock & Cervone, 1990).”
BackgroundResultInfluentialThe Role of Self Efficacy in Determining Job Satisfaction: Case Study on Senior High School Teacher
Wahyono, I., & Widodo, J. (2022) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.211125.031 · Cited by 2
ainurridho, M. Z. F. (2021) · Jurnal Pendidikan Biologi · doi:10.55719/jpb.v1i2.289 · Cited by 1
Ulhaq, S. (2022) · Journal of Development and Social Sciences · doi:10.47205/jdss.2022(3-ii)88 · Cited by 1
“Students who has high self-efficacy take-up challenges activities or task and put much effort to complete them carefully (Bandura & Schunk, 1991).”
Does Task-specific Self-efficacy Predict Science Competencies?
Nyberg, K., Koerber, S., & Osterhaus, C. (2022) · Journal of Education and Training Studies · doi:10.11114/jets.v10i4.5585 · Cited by 1
“Positive self-efficacy is however not only associated with academic performance; it is also related to motivational processes, self-regulation, self-perception and interest (Bandura & Schunk, 1981; Klassen & Usher, 2010; Pajares & Valiante, 1997; Schunk, 1995).”
BackgroundIslam, M. S., & Moon, A. A. (2022) · Shanlax International Journal of English · doi:10.34293/english.v10i4.5145 · Cited by 1
Husna, N. F., Arif, L. S., & Wahid, M. H. (2023) · Cakradonya Dental Journal · doi:10.24815/cdj.v14i2.29954 · Cited by 1
El-Helou, J., & Kalman, C. S. (2023) · Canadian Journal of Physics · doi:10.1139/cjp-2022-0255 · Cited by 1
Leadership styles and employee engagement in the food industry of MSME's
Njoku, H. I., & Guillermo, R. M. (2023) · Journal of Contemporary Research in Business Economics and Finance · doi:10.55214/jcrbef.v5i2.211 · Cited by 1
“In addition, in the behavioral approach has been reported all styles of leadership have a direct relationship with employees’ responses and organizational behavior at the workplace (Bandura & Schunk, 1981).”
BackgroundKoçak, İ., & Karakaya, İ. (2023) · Gazi Beden Eğitimi ve Spor Bilimleri Dergisi · doi:10.53434/gbesbd.1297079 · Cited by 1
Yeşildal, M., & YİĞİT, M. C. (2023) · Harran Üniversitesi Tıp Fakültesi Dergisi · doi:10.35440/hutfd.1294191 · Cited by 1
“Factors that strengthen self-efficacy perception may also strengthen self-concept (3).”
BackgroundMrabti, A., & Benhima, M. (2023) · Journal of World Englishes and Educational Practices · doi:10.32996/jweep.2023.5.3.3 · Cited by 1
“Page | 39 (1) data triangulation, which involves time, space, and persons; (2) investigator triangulation, which consists of the use of multiple rather than single observers; (3) theory triangulation, which consists of using more than one theoretical scheme in the interpretation of a phenomenon; (4) methodological tri…”
BackgroundGoal paralysis: How bad luck affects goal commitment
Ho, C. M., Grossman, D. M., Salerno, A. G., & Clarkson, J. J. (2023) · Motivation and Emotion · doi:10.1007/s11031-023-10045-y · Cited by 1
“As we explain next, self-efficacy is used as an important input for how much effort one should be willing to invest into their goals (Bandura & Schunk, 1981; Maddux & Gosselin, 2012; Sheldon & Houser-Marko, 2001).”
Ramadhana, D., Basthomi, Y., & Zen, E. L. (2023) · Voices of English Language Education Society · doi:10.29408/veles.v7i2.18309 · Cited by 1
“Bandura and Schunk (1981), the former theory about self-efficacy, discusses the potential negative consequences of it, including a lack of effort, reduced motivation, and performance discrepancies between perceived and actual abilities.”
BackgroundNguyen, T. V., Sit, H. H. W., & Chen, S. (2023) · Educational communications and technology yearbook · doi:10.1007/978-981-99-7559-4_6 · Cited by 1
Nagamine, M., Tang, L. H., Miwa, S., Kainuma, R., & Toyama, M. (2023) · Perceptual and Motor Skills · doi:10.1177/00315125231218067 · Cited by 1
“Among goal types, long-term versus short-term goals are important to consider for individual motivation and performance (Bandura & Schunk, 1981; Latham & Seijts, 1999).”
BackgroundMsaddek, M. (2024) · European Journal of Education Studies · doi:10.46827/ejes.v11i3.5230 · Cited by 1
Wei, W., Li, N., & Chen, Y. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-60898-8_9 · Cited by 1
Coaches’ Motivational Instruction and Athlete’S Learning in Running Sports
Chen, Y. (2024) · International Journal of Social Sciences and Public Administration · doi:10.62051/ijsspa.v3n2.12 · Cited by 1
Fryer, L. K., Shum, A., Bovee, H. N., Nakao, K., & Ozono, S. (2024) · Educational Psychology · doi:10.1080/01443410.2024.2387549 · Cited by 2
“…(i.e. the belief in one’s ability to be successful in a task/activity; Bandura, 1993; Schunk & DiBenedetto, 2021) and interest (i.e. a desire to re-engage with an object; Renninger & Hidi, 2015) have been theorised as being closely linked sources of student persistence (Bandura & Schunk, 1981).”
Digital, IA et formation des adultes : synthèse de treize ans de recherche internationale
Blandin, B., Adinda, D., Jeunesse, C., & Vergnas, O. L. (2025) · Savoirs · doi:10.3917/savo.068.0013 · Cited by 3
Balcetis, E., Daley, J. S., Guenther, C. L., Riccio, M. T., Kemp, J., Lapitan, E., Pesantes, J., Voigt, A., Gu, Y., & Cole, S. (2025) · Personality and Social Psychology Bulletin · doi:10.1177/01461672251343392 · Cited by 1
“Specifically, subgoals reduce the perceived difficulty of the overall goal, provide positive reinforcements that increase motivation and persistence, and increase efficacy (Bandura & Schunk, 1981; Locke & Latham, 1990; Newell & Simon, 1972; Soman & Shi, 2003).”
Liao, M.-H. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05674-2 · Cited by 1
“Studies investigating self-ef fi cacy belief change have consistently argued that self-ef fi cacy beliefs are fl exible and subject to development, rather than being fi xed (Al-khresheh and Alkursheh, 2024; Bandura and Schunk, 1981; Kim, 2024).”
InfluentialBong, M., & Kim, S. (2006) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-536-320251015 · Cited by 1
Management Fashionas Collective Action
Clark, T. (2000) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-837-120251003 · Cited by 1
In Search of Self-Regulated Learning
Zimmerman, B. J. (2008) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-618-620251011 · Cited by 2
Robertson‐Kraft, C. (2014) · ScholarlyCommons (University of Pennsylvania) · Cited by 1
What Motivates Students to Study Enterprise Systems? A Social Cognitive Perspective
Akbulut, A. Y. (2015) · Journal of the Association for Information Systems · Cited by 1
For a Moment I Feel Free: Homeless Women and a Garden-Based Learning Program
Pierce, C. A., & Ziegler, M. F. (2007) · New Prairie Press (Kansas State University) · Cited by 1
Hashemi, S. M., & Nadi, H. K. (2012) · International Journal of Agricultural Science and Research · Cited by 1
Getting and Staying in the Mainstream: African American Women's Contributions to the Human Sciences
Jackson, V. P., & Miller, J. R. (2014) · Family and Consumer Sciences Research Journal · doi:10.1111/fcsr.12082 · Cited by 3
Mental Contrasting and Conciliatory Behavior in Perpetrators
Schrage, J. (2014) · Cited by 1
Head, E., & Carberry, A. R. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--15768 · Cited by 1
1 Self-regulated learning: Effective practices in ESL writing classes.
Majid, F. B. A. (2014) · Cited by 1
ROLE OF PERSONNEL MOTIVATION POLICY FOR EMPLOYEES' PRODUCTIVITY OF BIG COMPANY
Sloka, B. (2012) · Cited by 1
Problemas internalizados y externalizados en una muestra de niños de Educación Básica
Infante, T. D. J. M., Pedroza, A. V., & Carús, S. R. (2011) · Journal of Behavior Health & Social Issues · doi:10.5460/jbhsi.v3.1.27680 · Cited by 1
“En Wikipedia no se escribe jugando”: Identidad y motivación en 10 wikipedistas regiomontanos.
Reyes, S. A. C., & Yáñez, B. A. M. (2015) · Global Media Journal México · doi:10.29105/gmjmx12.23-5 · Cited by 1
Putter, S., Kraiger, K., Johnson, S. K., et al. (2007) · Digital Collections of Colorado (Colorado State University) · doi:10.25675/3.015115 · Cited by 1
Hall, E., & Morrow, D. (2018) · Scholarship@Western (Western University) · doi:10.24384/000469 · Cited by 1
“MI-via-CALC includes the principles of MI and the theoretical backing of Social Cognitive Theory, the Theory of Reasoned Action, and the Theory of Planned Behaviour (Irwin & Morrow, 2005).”
BackgroundMethodInfluentialThe Philosophical Connotations of Popular Aerobics: Illustrated by the Case of Lesmills
Wang, Y., & Wu, M. (2016) · European Scientific Journal ESJ · doi:10.19044/esj.2016.v12n11p65 · Cited by 1
Deng, Q. (2016) · Lincoln (University of Nebraska) · Cited by 1
Toward the Development of a Social Information System Research Model
Donaldson, O., & Duggan, E. W. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1877-6361(2013)0000012015 · Cited by 1
Fine Tuning of a Study Abroad Course for Japanese EFL Students
Maune, J. F. (2016) · The European Journal of Social & Behavioural Sciences · doi:10.15405/ejsbs.194 · Cited by 1
“In a way, this worked out as the first step to instill self-sufficiency or self-efficacy (Bandura & Schunk, 1981).”
MethodAssessing Creativity via Divergent Thinking in Residential Camp Settings
Lynch, M. L. (2015) · TigerPrints (Clemson University) · Cited by 1
Self-Regulating Academic Learning and Achievement: The Emergence of Cognitive Perspective a Social
Zimmerman, B. J. (1990) · Cited by 1
HUBUNGAN DAN KESAN KEPIMPINAN KENDIRI GURU TERHADAP GELAGAT KEWARGANEGARAAN ORGANISASI
Mansor, A. M., & Dali, M. H. (2016) · Proceedings of the ICECRS · doi:10.21070/picecrs.v1i1.548 · Cited by 1
Luxury Toys for Men: When women will let us decide and buy on our own?
Amirouche, M., Arnault, F., Boyaval, F., Coste-Manière, I., Salomé, C., & van Holt, J. (2017) · Procedia Computer Science · doi:10.1016/j.procs.2017.11.405 · Cited by 1
Ryu, J. Y., & Kim, J. (2017) · International Conference on Education and E-Learning (ICEEL) · doi:10.1145/3160908.3160923 · Cited by 1
“Person with high academic self-efficacy chooses challenging tasks [12], endeavors more to successfully finish given tasks [13], and sedulously continue the task despite the hardness [12].”
Background서홍원, & Kim, H. J. (2018) · FoodService Industry Journal · doi:10.22509/kfsa.2018.14.1.008 · Cited by 1
MacKinnon, S. L. (2017) · Journal of Transformative Learning · Cited by 1
Motivation and its impact on the academic achievement of at-risk students
Bishop, E. A. (2010) · UNI ScholarWorks (University of Northern Iowa) · Cited by 1
Early School Leaving: Training Perspectives
Štremfel, U. (2018) · Pedagoški inštitut eBooks · doi:10.32320/978-961-270-283-0 · Cited by 1
H2O-Centered Education: Helping Education Excellence Flow More Freely
Higley, B. P., Heesacker, M., & Brenneman, K. N. (2019) · Journal of Education · doi:10.1177/0022057419864527 · Cited by 1
“…can focus on their own values and expectations have higher interest, greater long-term knowledge acquisition, and are more likely to endorse pro-social goals (Bandura & Schunk, 1981; Lee, McInerney, Liem, & Ortiga, 2010; Lüftenegger et al., 2012; Murad, CotoYglesiasVarkey, Prokop, & Murad, 2010).”
BackgroundSelf-Efficacy As Predictor Of Counsellors’ Job Satisfaction In Delta And Edo States
Nwankwo, C. A., Anyamene, A. N., & Akpojivi, O. B. (2019) · International Journal of Scientific and Research Publications · doi:10.29322/ijsrp.9.07.2019.p9176 · Cited by 1
Research Initiative: Using Games for Better Career Choices
Szirbik, N., & Velthuizen, V. (2019) · IFIP advances in information and communication technology · doi:10.1007/978-3-030-30000-5_54 · Cited by 1
Contributing Spirituality Account for Teacher Motivation at School
Purwanto, E., Purwanto, E., & Sutoyo, A. (2019) · Proceedings of the 5th International Conference on Education and Technology (ICET 2019) · doi:10.2991/icet-19.2019.82 · Cited by 1
“Bandura & Schunk (1981) revealed a contribution from successful experience in handling a task towards increasing individual appreciation of the task.”
BackgroundYan, H. (2020) · English Language Teaching · doi:10.5539/elt.v13n2p97 · Cited by 1
“As a result, research reveals that attitudes toward learning and the perceptions and beliefs that determine them may have a profound influence on learning behavior(Bandura and Schunk,1981; Cotterall,1995) and on learning outcomes（van Rossum and Schenk,1984）.”
ResultRealizing Academic Success Within the Health Science Learning Environment
Petersen, K. H., O’Connor, C. H., Ciesielski, S., & Eidtson, W. H. (2020) · Springer eBooks · doi:10.1007/978-3-030-46187-4_6 · Cited by 2
Saito, K., HARADA, Y., & KUSABA, M. (2020) · Journal of Research in Science Education · doi:10.11639/sjst.19081 · Cited by 1
“…する興味と弁別可能な質的に異なる構成概念といえ るかについて，未だ十分に検討されていない。例え ば，両興味はともに“理科学習に対する興味”とい う同一次元上（因子）に位置する概念であり，両者 の違いは困難度（切片）の差によってのみ説明され るのであるならば，前述したような平均値差が生じ る。この場合，「観察・実験は好きだが，理科全般は そうではない」という心的状態は“理科学習に対す る興味”の水準として記述できることを意味してお り，「理科全般は好きだが，観察・実験に対してはそ うではない」という状態の個人は想定しづらいこと を意味する。もしそうであるなら，オッカムの剃刀 1.2…”
InfluentialThe Effects of Cooperative Learning on Self-Efficacy in an EFL Classroom
Saunders-Wyndham, J., & Smith, E. M. (2020) · JALT Journal · doi:10.37546/jaltjj42.2-2 · Cited by 1
“The theory of SE has previously been employed in linguistic research to address the understanding of both student and teacher behaviour (Bandura & Schunk, 1981; Hsieh & Schallert, 2008; Magogwe & Oliver, 2007; Pajares, 2003; Raoofi et al., 2012; Schunk, 1991; Wong, 2005; Yılmaz, 2010).”
MethodHuman as a Change Agent in Proactive Behavior at Work: A 70-Year Review
H. M., R., Hairi, O. N., & Ghani, A. A. (2020) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v10-i9/7838 · Cited by 1
“An individual’s level of self-efficacy is based on the difficulty of the task and previous outcomes they have achieved, or on the influences shown on the people around them (Bandura & Schunk, 1981; Schunk, 1991; Yi & Hwang, 2003).”
BackgroundA Longitudinal Study on Student Persistence in Programming Self-assessments.
Chung, C.-Y., Paredes, Y. V., Alzaid, M., et al. (2020) · Cited by 1
RESEARCH REPORT ON THE REFORM OF CLASSROOM TEACHING BASED ON PROMOTING STUDENTS' LEARNING MOTIVATION
Lin, L.-W., & Wei, S.-Y. (2021) · International Journal of Research -GRANTHAALAYAH · doi:10.29121/granthaalayah.v9.i5.2021.3955 · Cited by 1
Doğan, T., Demirtaş, Ö., Altınkaynak, S. K., & Doğan, S. (2021) · Pamukkale University Journal of Social Sciences Institute · doi:10.30794/pausbed.916345 · Cited by 1
Self-efficacy as a predictor of success of professional activity
Chernyavska, T. (2021) · Fundamental and applied researches in practice of leading scientific schools · doi:10.33531/farplss.2021.2.6 · Cited by 1
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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