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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1 of 22 cited sources checked · 1 supported · 0 flagged
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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn 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.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA 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.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesThe 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
- 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)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesThe 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.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
“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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
“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
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
“but both groups outperformed the controls.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
“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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably 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
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Strength:plain· not yet calibratedn = 17Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Strength:boosted· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt 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.
Inconsistent p-value across alpha = .05: r(8) = .61,p < .001
MajorThe paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .061 (two-tailed). The two fall on opposite sides of alpha = .05. The check cannot tell whether the statistic or the p-value is the misprint.
Reported p < .001 · recomputed p = .061
“r(8) = .61,p < .001”
p-value fits an unstated one-tailed test: r(18) = .39,p < .05
MinorThe paper reports p < .05 here; recomputing from the test statistic and its degrees of freedom gives p = .089 (two-tailed). The reported value is what a one-tailed test gives, but the paper does not say near this result that a one-tailed test was used.
Reported p < .05 · recomputed p = .089
“r(18) = .39,p < .05”
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
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Flagged first, then by citations
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Cited by
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Hodges, C. B. (2008) · Performance Improvement Quarterly · doi:10.1002/piq.20001 · Cited by 216
Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting
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“…goal proximity enhances self-regulation in knowledge acquisition paradigms by keeping goal difficulty more calibrated to current skills and constant over time (e.g., Bandura & Schunk, 1981; Bandura & Simon, 1977; Earley et al., 1989; Latham & Seijts, 1999; Manderlink & Harackiewicz, 1984).”
BackgroundDev, P. C. (1997) · Remedial and Special Education · doi:10.1177/074193259701800104 · Cited by 217
“Proximal goal setting has been shown to be self-motivating because it cultivates a feeling of competency in learners (Bandura & Schunk, 1981).”
BackgroundParticipation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children
Schunk, D. H. (1985) · The Journal of Special Education · doi:10.1177/002246698501900307 · Cited by 215
“Children's self-efficacy for solving subtraction problems correctly was measured following procedures of previous research (Bandura & Schunk, 1981; Schunk, 1983a, 1983b).”
MethodResultInfluentialSelf-citationGraham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991) · Learning Disability Quarterly · doi:10.2307/1510517 · Cited by 214
“Bandura and Schunk (1981) also found that the use of explicit self-regulation procedures increases children's self-efficacy.”
BackgroundSchunk, D. H. (1984) · The Journal of Educational Research · doi:10.1080/00220671.1984.10885568 · Cited by 215
“…+ goals treatment was not expected to boost children's task motivation during the training program more than either treatment alone, because of evidence that performance-contingent rewards and proximal goals, by themselves, exert strong motivational effects (Bandura & Schunk, 1981; Schunk, 1983c).”
BackgroundInfluentialSelf-citationThe Role of Metamotivational Monitoring in Motivation Regulation
Miele, D. B., & Scholer, A. A. (2017) · Educational Psychologist · doi:10.1080/00461520.2017.1371601 · Cited by 241
“In addition, it is likely that self-efficacy (as a type of expectancy) can directly affect students’ motivation (Criterion 3) and that it can be targeted with a unique set of regulation strategies (e.g., proximal goal setting; Bandura & Schunk, 1981; Criterion 2).”
BackgroundSequential attributional feedback and children's achievement behaviors.
Schunk, D. H. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.6.1159 · Cited by 219
“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.”
MethodResultSelf-citationSenécal, C. B., Nouwen, A., & White, D. (2000) · Health Psychology · doi:10.1037//0278-6133.19.5.452 · Cited by 214
“In addition, progressive mastery of a given activity leads to satisfaction, which in turn serves as an ongoing motivator ( Bandura & Schunk, 1981 ).”
BackgroundSchunk, D. H. (1983) · Contemporary Educational Psychology · doi:10.1016/0361-476x(83)90036-x · Cited by 212
“Proximal goals can also enhance percepts of efficacy (Bandura & Schunk, 1981).”
BackgroundMethodResultInfluentialSelf-citationLin, H., & Chang, C. (2018) · Information & Management · doi:10.1016/j.im.2018.03.006 · Cited by 211
Emotions and Self-Regulation During Test Taking
Schutz, P. A., & Davis, H. A. (2000) · Educational Psychologist · doi:10.1207/s15326985ep3504_03 · Cited by 231
“…low self-efficacy that results in anxiety during a test may, with different strategies and some successes with those strategies, change to an appraisal of high self-efficacy and less test anxiety (e.g., Bandura, 1997; Bandura & Schunk, 1981; Schunk, 1996, have shown enhancement in self-efficacy).”
BackgroundCarroll, A., Houghton, S. J., Wood, R. E., Unsworth, K. L., Hattie, J., Gordon, L., & Bower, J. (2008) · Journal of Adolescence · doi:10.1016/j.adolescence.2008.10.009 · Cited by 211
Burden or blessing? Expected costs and benefits of being a mentor
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Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring
Zimmerman, B. J., & Kitsantas, A. (1996) · Journal of Applied Sport Psychology · doi:10.1080/10413209608406308 · Cited by 210
Strategy training and attributional feedback with learning disabled students.
Schunk, D. H., & Cox, P. D. (1986) · Journal of Educational Psychology · doi:10.1037/0022-0663.78.3.201 · Cited by 212
“These parallel forms were developed in previous research (Bandura & Schunk, 1981); the two forms correlated highly ( r = .87) in a reliability assessment conducted in conjunction with that study.”
MethodSelf-citationSkaalvik, E. M., & Rankin, R. J. (1995) · American Educational Research Journal · doi:10.3102/00028312032001161 · Cited by 200
Model of Causality in Social Learning Theory
Bandura, A. (1985) · Springer eBooks · doi:10.1007/978-1-4684-7562-3_3 · Cited by 180
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Students’ planning in the process of self-regulated learning
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Pygmalion, Goal Setting, and Expectancy: Compatible Ways to Boost Productivity
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“Bandura and Schunk (1981) have also contended that experiencing failure is conducive to lower levels of intrinsic motivation, while success promotes intrinsic motivation.”
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Lazzari, M. (2008) · Computers & Education · doi:10.1016/j.compedu.2008.06.002 · Cited by 196
“Educational Technology , 34(4), 34-37.”
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“Observing another person modeling behaviors can facilitate learning new behaviors and strengthen desired behaviors as well as provide information relevant to self-efficacy through social comparison (Bandura & Schunk, 1981; Schunk, 1987; Schunk, Hanson, & Cox, 1987).”
BackgroundThe impact of technology characteristics and job control on worker mental health
Mullarkey, S., Jackson, P. R., Wall, T. D., Wilson, J. R., & Grey‐Taylor, S. M. (1997) · Journal of Organizational Behavior · doi:10.1002/(sici)1099-1379(199709)18:5 · Cited by 63
Internal and External Frames of Reference for Academic Self-Concept
Skaalvik, E. M., & Skaalvik, S. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3704_3 · Cited by 187
“Realistic proximal goals have been shown to enhance motivation and achievement because they lead to feedback that conveys a sense of mastery (Bandura, 1981; Bandura & Schunk, 1981).”
BackgroundA Theory of Physical Activity Maintenance
Nigg, C. R., Borrelli, B., Maddock, J. E., & Dishman, R. K. (2008) · Applied Psychology · doi:10.1111/j.1464-0597.2008.00343.x · Cited by 216
“Self-efficacy, in combination with specific and challenging goals, can enhance motivation (Bandura & Cervone, 1986; Bandura & Schunk, 1981).”
BackgroundCognitive change processes in psychotherapy.
Brewin, C. R. (1989) · Psychological Review · doi:10.1037/0033-295x.96.3.379 · Cited by 206
Intelligence in the Wild: A Dispositional View of Intellectual Traits
Perkins, D., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. P. D. (2000) · Educational Psychology Review · doi:10.1023/a:1009031605464 · Cited by 189
“Thus, the incremental learners in these studies displayed a disposition toward increasing efforts and strategies and exploring situations which result in successful cognitive performances ( Bandura and Schunk, 1981; Elliott and Dweck, 1985; Farrell and Dweck, 1985, as cited in Dweck, 1986).”
BackgroundThe effect of distal learning, outcome, and proximal goals on a moderately complex task
Seijts, G. H., & Latham, G. P. (2001) · Journal of Organizational Behavior · doi:10.1002/job.70 · Cited by 187
A motivational model of persistence in science education: A self-determination theory approach
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“However, in light of the findings of the present study that underscore the role of perceptions of competence in deciding to pursue a scientific education and career, it would also appear important that interventions focus on improving students’ sense of competence toward science (to this effect see Bandura & Schunk, 1…”
BackgroundA Self-Efficacy Theory Explanation for the Management of Remote Workers in Virtual Organizations
Staples, D. S., Hulland, J. S., & Higgins, C. A. (2006) · Journal of Computer-Mediated Communication · doi:10.1111/j.1083-6101.1998.tb00085.x · Cited by 188
Student affect and conceptual understanding in learning chemistry
Nieswandt, M. (2006) · Journal of Research in Science Teaching · doi:10.1002/tea.20169 · Cited by 186
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“Generally, research has shown that self-efficacy beliefs positively predict many academic outcomes, including, for example, choice of scholastic activities (Bandura & Schunk, 1981), level of academic effort (Salomon, 1984), and school achievement (Moos & Azevedo, 2009; Robbins et al., 2004).”
BackgroundSelf-Efficacy and Cognitive Achievement
Schunk, D. H. (1989) · Journal of Learning Disabilities · doi:10.1177/002221948902200103 · Cited by 189
Self-citationSharing Knowledge in Social Q&A Sites: The Unintended Consequences of Extrinsic Motivation
Li, Z., Detlor, B., & Connelly, C. E. (2016) · Journal of Management Information Systems · doi:10.1080/07421222.2016.1172459 · Cited by 197
“As Bandura and Schunk [8] point out, most of the activities that an individual enjoys doing might have been of little or no interest to him/her originally.”
BackgroundResultInfluentialKlassen, R. M. (2002) · Learning Disability Quarterly · doi:10.2307/1511276 · Cited by 203
“Inaccurate estimates of self-efficacy may develop from faulty task analysis or from a lack of self-knowledge (Bandura & Schunk, 1981)—two problems shown to be prevalent in students with learning disabilities (Butler, 1999; Meltzer, Roditi, Houser, & Perlman, 1998; Swanson, 1989).”
BackgroundInfluentialDevelopment and validation of an Internet self-efficacy scale
Torkzadeh, G., & Dyke, T. P. V. (2001) · Behaviour and Information Technology · doi:10.1080/01449290110050293 · Cited by 189
“Those with low self-e(cid:141) cacy tend to engage in fewer challenging eŒorts; they give up more easily under adversity and evidence less mastery, which in turn reinforces their low self-e(cid:141) cacy (Bandura 1977, Bandura and Schunk 1981, Bandura 1982).”
BackgroundUsing Technology to Motivate Students to Learn Social Studies
Heafner, T. L. (2004) · Contemporary issues in technology and teacher education · Cited by 184
Curry, S. J., Wagner, E. H., & Grothaus, L. C. (1991) · Journal of Consulting and Clinical Psychology · doi:10.1037//0022-006x.59.2.318 · Cited by 206
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Developing Self-Regulated Learners
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Motivation as a socially mediated process
Ushioda, E. (2003) · University of Warwick · doi:10.82444/warw.33676534 · Cited by 202
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“Efficacious learners tend to be more willing to engage in a task (Bandura and Schunk 1981; Pajares andMiller 1994), set challenging goals, and maintain strong commitments to achieving their goal (Pajares 2008).”
BackgroundLepper, M. R., & Woolverton, M. (2002) · Improving Academic Achievement · doi:10.1016/b978-012064455-1/50010-5 · Cited by 180
Test Preparation and Performance: A Self-Regulatory Analysis
Kitsantas, A. (2002) · The Journal of Experimental Education · doi:10.1080/00220970209599501 · Cited by 179
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“Perceptions of self-efficacy also determine the amount of effort an individual expends and how long they persevere in the face of adversity (Bandura and Schunk 1981).”
BackgroundThe Importance of Future Time Perspective in Theories of Work Motivation
Seijts, G. (1998) · The Journal of Psychology · doi:10.1080/00223989809599156 · Cited by 175
The role of observation and emulation in the development of athletic self-regulation.
Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.811 · Cited by 182
Proximal versus distal goal setting and intrinsic motivation.
Manderlink, G., & Harackiewicz, J. M. (1984) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.47.4.918 · Cited by 187
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“Interestingly, in this investigation there was no significant treatment effect for the control group, which consisted of several activities that have previously been shown to be effective interventions for inducing health protective behaviors, namely proximal goal setting (Bandura and Schunk, 1981) and implementation…”
BackgroundDonovan, J. J., & Williams, K. J. (2003) · Journal of Applied Psychology · doi:10.1037/0021-9010.88.3.379 · Cited by 170
Davidai, S. (2018) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2018.07.012 · Cited by 190
Self-efficacy, outcome, and attrition in a weight-reduction program
Bernier, M., & Avard, J. (1986) · Cognitive Therapy and Research · doi:10.1007/bf01173469 · Cited by 171
Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004) · The Elementary School Journal · doi:10.1086/499753 · Cited by 169
Winning is Not Enough: The Effects of Competition and Achievement Orientation on Intrinsic Interest
Epstein, J. A., & Harackiewicz, J. M. (1992) · Personality and Social Psychology Bulletin · doi:10.1177/0146167292182003 · Cited by 166
Cultural Differences in the Use of Strategies for Self-Regulated Learning
Purdie, N., & Hattie, J. (1996) · American Educational Research Journal · doi:10.3102/00028312033004845 · Cited by 177
“Strategy classification was based on research into the behavior of students described as self-regulating in relation to academic learning (e.g., Bandura & Schunk, 1981; Corno & Mandinach, 1983; McCombs, 1984; Spates & Kanfer, 1977; Wang, 1983).”
MethodChildren's argument writing, interest and self-efficacy: an intervention study
Hidi, S. E., Berndorff, D., & Ainley, M. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00009-3 · Cited by 173
Schunk, D. H., & Zimmerman, B. J. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207003 · Cited by 179
Self-citationEffects of cognitive heuristics and goals on negotiator performance and subsequent goal setting
Huber, V. L., & Neale, M. A. (1986) · Organizational Behavior and Human Decision Processes · doi:10.1016/0749-5978(86)90005-1 · Cited by 162
Cues of working together fuel intrinsic motivation
Carr, P. B., & Walton, G. M. (2014) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2014.03.015 · Cited by 187
“…2000b) and from situational factors that evoke these self-perceptions, such as proximal goals that facilitate the development of self-efficacy (Bandura & Schunk, 1981) and choice, personalization, and autonomysupportive language that encourage people's personal involvement in a task (Cordova…”
BackgroundGhafoor, A., Qureshi, T. M., Aslam Khan, M., & Hijazi, S. T. (2011) · AFRICAN JOURNAL OF BUSINESS MANAGEMENT · doi:10.5897/ajbm11.126 · Cited by 171
“…(Amabile, 1988 ) the acquisition of knowledge and development of confidence of a person in his own abilities drives his level of self efficacy (Bandura and Schunk, 1981) Transformational leadership style concludes creativity and innovation (Gong, Huang, and Farh, 2009 ) also the study of…”
BackgroundKanfer, R. (1990) · Learning and Individual Differences · doi:10.1016/1041-6080(90)90023-a · Cited by 167
Measuring distinct types of musical self-efficacy
Ritchie, L., & Williamon, A. (2010) · Psychology of Music · doi:10.1177/0305735610374895 · Cited by 191
“…that an individual’s attitudes and beliefs play an integral role in the execution of any task, be it musical or not, as well as the level of perseverance and the outcome achieved (Bandura & Schunk, 1981; Bandura & Wood, 1989; Zimmerman, Bandura, & Martinez-Pons, 1992; Zimmerman & Bandura, 1994).”
BackgroundMiller, C. H., Burgoon, M., Grandpre, J. R., & Alvaro, E. M. (2006) · Health Communication · doi:10.1207/s15327027hc1903_6 · Cited by 179
“…stem from the fact that most humans tend to prefer seeing themselves as somehow being in control of their own fate, at least with regard to certain distinct areas of behavior (Bandura & Schunk, 1981; Berlyne, 1950; deCharms, 1968; Deci, 1980; Deci & Ryan, 1987; Dember & Earl, 1957; White, 1959).”
BackgroundEffects of motivational regulation on effort and achievement: A mediation model
Schwinger, M., & Stiensmeier‐Pelster, J. (2012) · International Journal of Educational Research · doi:10.1016/j.ijer.2012.07.005 · Cited by 170
The emergence and implementation of health goals
Gollwitzer, P. M., & Oettingen, G. (1998) · Psychology and Health · doi:10.1080/08870449808407424 · Cited by 164
Motivation in Social Constructivist Theory
Sivan, E. (1986) · Educational Psychologist · doi:10.1207/s15326985ep2103_4 · Cited by 182
Progress Self-Monitoring: Effects on Children’s Self-Efficacy and Achievement
Schunk, D. H. (1982) · The Journal of Experimental Education · doi:10.1080/00220973.1982.11011845 · Cited by 165
“In a separate assessment (4) using children similar to the present sample, these forms were”
MethodResultSelf-citationPerfectionism and motivation of adolescents in academic contexts.
Bong, M., Hwang, A., Noh, A., & Kim, S. (2014) · Journal of Educational Psychology · doi:10.1037/a0035836 · Cited by 167
“The end product is a stronger sense of self-efficacy, accompanied by intrinsic interest, self-satisfaction, and enhanced performance (Bandura & Schunk, 1981).”
BackgroundQiu, S., Dooley, L. M., & Xie, L. (2019) · Tourism Management · doi:10.1016/j.tourman.2019.104051 · Cited by 163
Rosenberg‐Kima, R. B., Baylor, A. L., Plant, E. A., & Doerr, C. E. (2008) · Computers in Human Behavior · doi:10.1016/j.chb.2008.03.017 · Cited by 164
“In particular, observing a social model that is similar to oneself perform a behavior, provides information regarding their likely selfefficacy for similar behaviors (Bandura & Schunk, 1981).”
BackgroundStoeger, H., & Ziegler, A. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9027-z · Cited by 162
“Teachers help pupils set intermediate goals, based on their specification, difficulty level, and proximity in time (Bandura and Schunk 1981; Locke et al. 1981).”
BackgroundPedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction
Kim, Y., & Baylor, A. L. (2006) · Educational Technology Research and Development · doi:10.1007/s11423-006-8805-z · Cited by 181
“The learners’ self-efficacy beliefs in the learning tasks-the degree to which they felt capable of performing the task competently—were measured with a one-item question developed according to the guidelines of Bandura and Schunk (1981) : “How sure are you that you can write a lesson plan?” Responses ranged from 1 (no…”
The Asian EFL Journal Quarterly
Bernat, E. (2010) · Cited by 156
How Study Environments Foster Academic Procrastination: Overview and Recommendations
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.540910 · Cited by 159
Raghuram, S., Wiesenfeld, B., & Garud, R. (2003) · Journal of Vocational Behavior · doi:10.1016/s0001-8791(03)00040-x · Cited by 156
Chang, C.-W., Yuan, R. E., & Chen, J. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.03.001 · Cited by 157
York, B. N., Loeb, S., & Doss, C. (2019) · Journal of Human Resources · doi:10.3368/jhr.54.3.0517-8756r · Cited by 155
Tabernero, C., & Wood, R. E. (1999) · Organizational Behavior and Human Decision Processes · doi:10.1006/obhd.1999.2829 · Cited by 155
Task planning and energy expended: Exploration of how goals influence performance.
Earley, P. C., Wojnaroski, P., & Prest, W. (1987) · Journal of Applied Psychology · doi:10.1037/0021-9010.72.1.107 · Cited by 154
Cognitive behavioral game design: a unified model for designing serious games
Starks, K. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00028 · Cited by 153
“Mastery is a component of self-efficacy, both as a contributor self-efficacy and a result of it (Bandura and Schunk, 1981).”
BackgroundPsychopathology and academic performance: The role of motivation and learning strategies.
Brackney, B. E., & Karabenick, S. A. (1995) · Journal of Counseling Psychology · doi:10.1037/0022-0167.42.4.456 · Cited by 162
Goal Setting and Goal Striving
Oettingen, G., & Gollwitzer, P. M. (2001) · Wiley eBooks · doi:10.1002/9780470998519.ch15 · Cited by 156
Motivation Research in Writing: Theoretical and Empirical Considerations
Troia, G. A., Shankland, R. K., & Wolbers, K. A. (2012) · Reading & Writing Quarterly · doi:10.1080/10573569.2012.632729 · Cited by 157
“There are several instructional recommendations related to increasing students’ personal and situational interests (see Bandura & Schunk, 1981; Deci & Ryan, 1985; Ellis, 1986; Lepper & Hodell, 1989; Malone, 1980): .”
BackgroundThe Role of Motivation for Treatment Success
Medalia, A. A., & Saperstein, A. M. (2011) · Schizophrenia Bulletin · doi:10.1093/schbul/sbr063 · Cited by 161
Health empowerment through activity trackers: An empirical smart wristband study
Nelson, E. C., Verhagen, T., & Noordzij, M. L. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.03.065 · Cited by 164
Modeling and Self-Efficacy: A Test of Bandura's Model
McAuley, E. (1985) · Journal of Sport Psychology · doi:10.1123/jsp.7.3.283 · Cited by 152
McGuire, J., De Cremer, D., & Van de Cruys, T. (2024) · Scientific Reports · doi:10.1038/s41598-024-69423-2 · Cited by 150
“Such facets of co-creation will likely nurture intrinsic motivation 26 , which is constructive for the development of self-efficacy 30 .”
BackgroundThe Imagined Contact Hypothesis
Crisp, R. J., & Turner, R. N. (2012) · Advances in experimental social psychology · doi:10.1016/b978-0-12-394281-4.00003-9 · Cited by 152
“Bandura defined self-efficacy as a person’s belief that she or he can effectively perform “courses of action required to deal with prospective situations containing many ambiguous, unpredictable, and often stressful elements" (Bandura & Schunk, 1981, p.587).”
BackgroundGenerality of academic self-efficacy judgments: Evidence of hierarchical relations.
Bong, M. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.4.696 · Cited by 164
Tay, C., Ang, S., & Dyne, L. V. (2006) · Journal of Applied Psychology · doi:10.1037/0021-9010.91.2.446 · Cited by 147
“…that high I-SE should allow job seekers to enhance their effort and persistence in mastering challenges in the employment interview domain, leading to appropriate and effective verbal, nonverbal, and image-management behaviors during interviews (see Bandura & Schunk, 1981; Phillips & Gully, 1997).”
BackgroundLes applications du sentiment d'efficacité personnelle
Lecomte, J. (2004) · Savoirs · doi:10.3917/savo.hs01.0059 · Cited by 150
“Des enfants ont suivi un apprentissage autodirigé comportant, soit des sous-objectifs proximaux consistant à maîtriser diverses compétences mathématiques, soit un objectif lointain consistant à maîtriser toutes les compétences, soit encore aucun objectif (Bandura & Schunk, 1981).”
Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education
Mah, D.-K. (2016) · Technology Knowledge and Learning · doi:10.1007/s10758-016-9286-8 · Cited by 158
“…and has been broadly researched in motivation theories, for example with respect to intrinsic and extrinsic motivation (e.g., Bandura and Cervone 1983; Bandura and Schunk 1981; Deci et al. 1991; Fo¨rsterling 2001; Heckhausen et al. 1985; Malone and Lepper 1987; Schuster et al. 1989; Weiner 1986).”
BackgroundThe Impact of Conceptions of Ability on Self-Regulatory Factors and Motor Skill Acquisition
Jourden, F. J., Bandura, A., & Banfield, J. T. (1991) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.13.3.213 · Cited by 147
Self-citationSiegle, D. (2007) · Journal of Advanced Academics · doi:10.4219/jaa-2007-353 · Cited by 159
Ferla, J., Valcke, M., & Schuyten, G. (2010) · European Journal of Psychology of Education · doi:10.1007/s10212-010-0030-9 · Cited by 157
“Available research demonstrates that students with a strong sense of academic self-efficacy undertake more challenging tasks (Bandura and Schunk 1981), expend greater effort accomplishing a given task (Pajares and Graham 1999), persist longer in the face of difficulties (Lent et al.”
BackgroundResult
Metadata
- Authors
- Bandura, A., & Schunk, D. H.
- Affiliations
- Stanford University (US)
- ORCID
- Schunk, Dale H.
- Venue
- Journal of Personality and Social Psychology
- Published
- 1981-09
- Volume
- 41
- Issue
- 3
- Pages
- 586-598
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2144190976
- Cited by
- 2,675
- References
- 22
- Citations by year
- 2026: 47 · 2025: 63 · 2024: 91 · 2023: 122 · 2022: 114 · 2021: 119 · 2020: 107 · 2019: 147 · 2018: 114 · 2017: 101 · 2016: 123 · 2015: 115 · 2014: 134 · 2013: 100 · 2012: 123
- FWCI
- 36.00
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-motivation, self-efficacy, intrinsic interest, self-directed learning, children, mathematics achievement, goal proximity, competence development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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Cited sources are checked with a language model’s help (gpt-6-sol).
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