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
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Self-citation
Research works printed but not linked: 3
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Cited by
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Impact of role ambiguity and role conflict on employee creativity
Tang, Y.-T., & Chang, C.-H. (2010) · Global Journal of Business Management · doi:10.5897/ajbm.9000334 · Cited by 147
“In this respect, Bandura and Schunk (1981) stated, that “a sense of personal efficacy in mastering challenges is apt to generate greater interest in the activity than is self-perceived inefficacy in producing competent performances” (p. 587).”
BackgroundResultAntecedents and outcomes of new product development speed
Menon, A., Chowdhury, J., & Lukas, B. A. (2002) · Industrial Marketing Management · doi:10.1016/s0019-8501(01)00163-8 · Cited by 155
Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics
Schweinle, A., Meyer, D. K., & Turner, J. C. (2006) · The Journal of Educational Research · doi:10.3200/joer.99.5.271-294 · Cited by 150
“Csikszentmihalyi (1997) suggested that a balance between challenge and skill is the critical component for creating an environment for flow.”
BackgroundLin, C., & Liu, M.-L. (2017) · Personnel Review · doi:10.1108/pr-11-2015-0293 · Cited by 155
AMERICAN ATTITUDES TOWARD AND WILLINGNESS TO USE PSYCHIATRIC MEDICATIONS
Croghan, T. W., Tomlin, M. E., Pescosolido, B. A., Schnittker, J., Martin, J. K., Lubell, K. M., & Swindle, R. W. (2003) · The Journal of Nervous and Mental Disease · doi:10.1097/01.nmd.0000054933.52571.ca · Cited by 142
“Our findings may reflect attitudes about autonomy, empowerment, and control that have been found to be important to the outcomes of those with chronic diseases such as diabetes (Bandura and Simon, 1981).”
BackgroundComparison of Self-Beliefs for Predicting Student Motivation and Achievement
Bong, M., Cho, C., Ahn, H., & Kim, H. J. (2012) · The Journal of Educational Research · doi:10.1080/00220671.2011.627401 · Cited by 155
“…predict individ-uals’ motivation and behavior by examining their effects on goal setting, task choice, strategy use, and achievement in academic settings (e.g., Bachman & O’Malley, 1977; Bandura & Schunk, 1981; Hansford & Hattie, 1982; Ludwig & Maehr, 1967; Marsh, Byrne, & Shavelson, 1988).”
BackgroundA multidimensional model of momentum in sports
Taylor, J., & Demick, A. (1994) · Journal of Applied Sport Psychology · doi:10.1080/10413209408406465 · Cited by 153
Dysregulation in level of goal and action identification across psychological disorders
Watkins, E. (2011) · Clinical Psychology Review · doi:10.1016/j.cpr.2010.05.004 · Cited by 141
“…concrete, specific, and attainable sub-goals may facilitate the delivery of action by providing immediate incentives and guides for performance (Bandura & Schunk, 1981) and by reducing the delay of rewards, whereas distal goals may be too far removed in time to effectively mobilize effort or…”
BackgroundShepherd, D. A., & Patzelt, H. (2018) · Springer eBooks · doi:10.1007/978-3-319-71782-1 · Cited by 203
Working with conflict in clinical supervision: Wise supervisors' perspectives.
Nelson, M. L., Barnes, K. L., Evans, A. L., & Triggiano, P. J. (2008) · Journal of Counseling Psychology · doi:10.1037/0022-0167.55.2.172 · Cited by 138
Mastery Motivation: Definition and Measurement
Morgan, G. A., Harmon, R. J., & Maslin-Cole, C. (1990) · Early Education and Development · doi:10.1207/s15566935eed0105_1 · Cited by 140
Self-Regulation Behaviors in Underprepared (Developmental) and Regular Admission College Students
Ley, K., & Young, D. B. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1997.0956 · Cited by 140
Factors Contributing to Academic Performance of Students in a Tertiary Institution in Singapore
Jayanthi, S. V., Balakrishnan, S., Ching, A. L. S., Latiff, N. A. A., & Nasirudeen, A. M. A. (2014) · American Journal of Educational Research · doi:10.12691/education-2-9-8 · Cited by 161
“, [40] showed that students with high academic self-efficacy set higher academic goals and willingly choose more challenging academic tasks [54].”
BackgroundDigital game elements, user experience and learning: A conceptual framework
Alexiou, A., & Schippers, M. C. (2018) · Education and Information Technologies · doi:10.1007/s10639-018-9730-6 · Cited by 181
“They provide with immediate incentives that deter players from temporizing and getting detached from the distant goal through clear and attainable sub-goals, and reinforce self-efficacy by providing players with indicants of mastery as sub-goals get gradually achieved (Bandura and Schunk 1981).”
BackgroundClassroom climate and motivated behaviour in secondary schools
Anderson, A., Hamilton, R. J., & Hattie, J. (2004) · Learning Environments Research · doi:10.1007/s10984-004-3292-9 · Cited by 138
“The most common are cognitive approaches, in which motivation is a rather broad and sometimes not welldefined construct (Murphy & Alexander, 2000), but most often it appears to be viewed as a personal attribute ( Bandura & Schunk, 1981 ).”
BackgroundRelation of self-efficacy to inventoried vocational interests
Lent, R. W., Larkin, K. C., & Brown, S. D. (1989) · Journal of Vocational Behavior · doi:10.1016/0001-8791(89)90020-1 · Cited by 136
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“among samples of children (Bandura & Schunk, 1981; Tracey, Margaret M. Nauta, Jeffrey H. Kahn, James W. Angell, and Erika A. Cantarelli, Department of Psychology, Illinois State University.”
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Kirsch, I. (1985) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.49.3.824 · Cited by 139
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“studies have shown that perceived competence is an important process variable in intrinsic motivation research ( Bandura & Schunk, 1981; Elliot & Harackiewicz, 1994; Harackiewicz & Elliot, 1993, 1998; Harackiewicz & Larsen, 1986; Harackiewicz, Manderlink, & Sansone, 1984; Harackiewicz, Sansone, & Manderlink, 1985; Man…”
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“The concurrent validity of this measure was supported in Kitsantas and Baylor (2001) by a significant positive correlation between initial disposition and initial self-efficacy scores.”
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Graham, S., & MacArthur, C. A. (1988) · The Journal of Special Education · doi:10.1177/002246698802200202 · Cited by 134
Relationships between Metacognition, Self-efficacy and Self-regulation in Learning
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“The temporal proximity of the goals, for example, not only promotes self-efficacy, but also motivation and skills acquisition (Bandura & Schunk, 1981).”
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Applying self-regulated learning microanalysis to study musicians’ practice
McPherson, G. E., Osborne, M. S., Evans, P., & Miksza, P. J. (2017) · Psychology of Music · doi:10.1177/0305735617731614 · Cited by 134
“An important assumption of social-cognitive theory is that people need to proactively control and manage the triadic reciprocal relationships between person, behaviour, and environment through self-observation, self-judgement, and self-reaction (Bandura & Schunk, 1981).”
BackgroundSELF-EFFICACY OF CHILDREN AND ADOLESCENTS: A META-ANALYSIS
Holden, G. W., Moncher, M. S., Schinke, S. P., & Barker, K. (1990) · Psychological Reports · doi:10.2466/pr0.1990.66.3.1044 · Cited by 140
The Joint Effects of Target and Purpose Goals on Intrinsic Motivation: A Mediational Analysis
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“Generally, research has shown that selfefficacy beliefs positively influence many academic outcomes, including individuals’ choice of activities (Bandura and Schunk 1981), level of effort (Salomon 1984), use of analytic thinking strategies (Wood and Bandura 1989), persistence in the face of difficulties (Lent et al.”
BackgroundLodewyk, K. R., & Winne, P. H. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.1.3 · Cited by 135
Learning Goals and Progress Feedback during Reading Comprehension Instruction
Schunk, D. H., & Rice, J. M. (1991) · Journal of Reading Behavior · doi:10.1080/10862969109547746 · Cited by 131
“…goals in thought, short-term goals that incorporate specific performance standards lead ,to higher performance than do temporally distant goals, general goals (e.g., "Do your best"), or no goals (Bandura & Schunk, 1981; Schunk, 1989, 1990; Tollefson, Tracy, Johnsen, Farmer, & Buenning, 1984).”
BackgroundSelf-citationA Structural Determinants Framework for Financial Well-Being
Fan, L., & Henager, R. (2021) · Journal of Family and Economic Issues · doi:10.1007/s10834-021-09798-w · Cited by 131
Proximal goal-setting and self-regulatory processes
Stock, J., & Cervone, D. (1990) · Cognitive Therapy and Research · doi:10.1007/bf01172969 · Cited by 141
On Deconstructing Commentaries Regarding Alternative Theories of Self-Regulation
Bandura, A. (2015) · Journal of Management · doi:10.1177/0149206315572826 · Cited by 136
“Contrary to prediction from perceptual control theory, people exert higher effort and realize higher performance attainments under proximal subgoals leading to a distal goal than under a distal final goal alone (Bandura, 1991; Bandura & Schunk, 1981; Sun & Frese, 2013).”
MethodSelf-citationLapan, R. T., Boggs, K. R., & Morrill, W. H. (1989) · Journal of Counseling Psychology · doi:10.1037/0022-0167.36.2.176 · Cited by 131
Problems in Academic Motivation Research and Advantages and Disadvantages of Their Solutions
Bong, M. (1996) · Contemporary Educational Psychology · doi:10.1006/ceps.1996.0013 · Cited by 126
“…for instance, is frequently hypothesized to influence a variety of motivated thoughts and behaviors, such as persistence and intrinsic interest (e.g., Bandura & Schunk, 1981), expectancy and value (e.g., Meece et al., 1990), and strategy use and self-regulation (e.g., Pintrich & De Groot, 1990).”
Galand, B., & Vanlede, M. (2004) · Savoirs · doi:10.3917/savo.hs01.0091 · Cited by 128
“…des objectifs proximaux aux apprenants – c.-à-d. des objectifs ciblés présentant un défi modéré, pas trop difficile à atteindre dans un court laps de temps – plutôt que des objectifs distaux, formulés de façon générale et éloignés dans le temps, ou pas d’objectifs du tout (Bandura & Schunk, 1981).”
Moos, D. C., & Azevedo, R. (2007) · Computers in Human Behavior · doi:10.1016/j.chb.2007.07.001 · Cited by 122
“During the 1970s, research revealed that successful students use monitoring and planning processes that are fundamentally different than their peers who are less academically MONITORING, PLANNING, AND SELF-EFFICACY 2 successful in school.”
BackgroundInfluentialSchunk, D. H., & Swartz, C. W. (1993) · Roeper Review · doi:10.1080/02783199309553512 · Cited by 125
Self-citationDanoff, B., Harris, K. R., & Graham, S. (1993) · Journal of Reading Behavior · doi:10.1080/10862969009547819 · Cited by 124
“The measure was designed in accordance with procedures outlined by Bandura and Schunk (1981). The self-efficacy measure included 10 items for probing judgment of one's capability to write a "made-up story.”
MethodThe ongoing legacy of R.L. Katz
Peterson, T. O., & Fleet, D. D. V. (2004) · Management Decision · doi:10.1108/00251740410568980 · Cited by 158
Moving beyond job search quantity
van Hooft, E. A. J., Wanberg, C. R., & Hoye, G. V. (2012) · Organizational Psychology Review · doi:10.1177/2041386612456033 · Cited by 145
“Empirical research has supported these contentions, showing that proximal goals enhance self-efficacy for the distal goal (Bandura & Schunk, 1981; Stock & Cervone, 1990), increase satisfaction with the progress towards the distal goal (Stock & Cervone, 1990), and lead to greater persistence and…”
Stability in motivation during teacher education
Roness, D., & Smith, K. (2010) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607471003651706 · Cited by 124
“Performing well is related to a strong sense of self‐efficacy, and individuals with high self‐efficacy tend to exert greater efforts in order to master challenges than those with low self‐efficacy (Bandura and Schunk 1981 ).”
BackgroundGraham, S. (1984) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.47.1.40 · Cited by 124
Children’s Coping in the Academic Domain
Skinner, E. A., & Wellborn, J. G. (1997) · Issues in clinical child psychology · doi:10.1007/978-1-4757-2677-0_14 · Cited by 126
Motivational Skills Training: Combining Metacognitive, Cognitive, and Affective Learning Strategies
McCombs, B. L. (1988) · Elsevier eBooks · doi:10.1016/b978-0-12-742460-6.50015-3 · Cited by 129
Subjective competence, appraisals and self-assessment.
Boekaerts, M. (1991) · Learning and Instruction · doi:10.1016/0959-4752(91)90016-2 · Cited by 122
Febbraro, G. A. R., & Clum, G. A. (1998) · Clinical Psychology Review · doi:10.1016/s0272-7358(97)00008-1 · Cited by 121
Chamberlin, M., Newton, D. W., & LePine, J. A. (2018) · Journal of Organizational Behavior · doi:10.1002/job.2295 · Cited by 137
Reliability and Validity of the Physical Self-Efficacy Scale in a Competitive Sport Setting
McAuley, E., & Gill, D. L. (1983) · Journal of Sport Psychology · doi:10.1123/jsp.5.4.410 · Cited by 121
“Self-efficacy expectations influence persistence, thought patterns, arousal, and ultimately behavior (Bandura, 1977; Bandura, Adams, & Beyer, 1977; Bandura & Schunk, 1981).”
Daily Goals, Life Goals, and Worst Fears: Means, Ends, and Subjective Well‐Being
King, L. A., Richards, J. H., & Stemmerich, E. (1998) · Journal of Personality · doi:10.1111/1467-6494.00030 · Cited by 124
“Research has shown that having “low level” proximal goals relates positively to feelings of success and self-efficacy (Bandura & Schunk, 1981; Morgan, 1985).”
BackgroundChanging learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education
Geitz, G., Brinke, D. J.-T., & Kirschner, P. A. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2015.11.001 · Cited by 126
Extrinsic Rewards, Intrinsic Motivation, and New Product Development Performance
Malek, S. L., Sarin, S., & Haon, C. (2020) · Journal of Product Innovation Management · doi:10.1111/jpim.12554 · Cited by 164
Asthma education: the adolescent experience
Bruzzese, J., Bonner, S., Vincent, E. J., Sheares, B. J., Mellins, R. B., Levison, M. J., Wiesemann, S., Du, Y. E., Zimmerman, B. J., & Evans, D. J. (2004) · Patient Education and Counseling · doi:10.1016/j.pec.2003.04.009 · Cited by 121
“Additionally, the most effective goals are those that are specific, proximal, and challenging [59,60].”
BackgroundMcCombs, B. L. (1984) · Educational Psychologist · doi:10.1080/00461528409529297 · Cited by 124
Bandura goes outdoors: Role of self‐efficacy in the outdoor leadership development process
Propst, D. B., & Koesler, R. A. (1998) · Leisure Sciences · doi:10.1080/01490409809512289 · Cited by 119
Tseng, S.-C., & Tsai, C.-C. (2010) · The Internet and Higher Education · doi:10.1016/j.iheduc.2010.01.001 · Cited by 118
A measure of professional identity development for professional education
Tan, C. P., van der Molen, H. T., & Schmidt, H. G. (2015) · Studies in Higher Education · doi:10.1080/03075079.2015.1111322 · Cited by 146
Intrinsic Motivation and Positive Development
Larson, R. W., & Rusk, N. (2011) · Advances in Child Development and Behavior · doi:10.1016/b978-0-12-386492-5.00005-1 · Cited by 119
Competence, achievement orientation, and intrinsic motivation: A process analysis.
Harackiewicz, J. M., Sansone, C., & Manderlink, G. (1985) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.48.2.493 · Cited by 124
Kim, M. J., Lee, C.-K., & Bonn, M. (2017) · International Journal of Information Management · doi:10.1016/j.ijinfomgt.2017.04.006 · Cited by 120
Wilson, K. S., & Narayan, A. (2014) · Educational Psychology · doi:10.1080/01443410.2014.926312 · Cited by 117
“Proximal goals are shown to increase mastery of mathematical skills and self-ef fi cacy perceptions, while students with distal goals or no goals have lower self-ef fi cacy perceptions (Bandura & Schunk, 1981).”
BackgroundSu, Y. H., Zheng, C., Liang, J., & Tsai, C. (2017) · Australasian Journal of Educational Technology · doi:10.14742/ajet.3548 · Cited by 133
“Research has examined self-efficacy as an outcome and supported the notion that self-regulated strategies might affect self-efficacy (Bandura & Schunk, 1981; Miksza, 2015; Schunk, 2003).”
Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0129-0 · Cited by 122
“Our study used social cognitive theory in framing how motivational variables interact to influence students’ academic choices (Bandura 2001; Bandura and Schunk 1981).”
InfluentialFailures in Self-Regulation: Energy Depletion or Selective Disengagement?
Bandura, A. (1996) · Psychological Inquiry · doi:10.1207/s15327965pli0701_3 · Cited by 132
Self-citationCS majors' self-efficacy perceptions in CS1: results in light of social cognitive theory
Kinnunen, P., & Simon, B. (2011) · Proceedings of the seventh international workshop on Computing education research · doi:10.1145/2016911.2016917 · Cited by 116
“Study by [1] provides evidence that setting proximal goals helps students to enhance their self-efficacy perception.”
BackgroundFoundations for Young Adult Success: A Developmental Framework
Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. D. (2015) · doi:10.59656/yd-g1389.001 · Cited by 115
Food safety: An application of the health belief model
Schafer, R. B., Schäfer, E., Bultena, G. L., & Hoiberg, E. O. (1993) · Journal of Nutrition Education · doi:10.1016/s0022-3182(12)80183-x · Cited by 116
YILMAZ, C. (2010) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2010.03.084 · Cited by 114
“The other component linked to language learning strategies is self-efficacy beliefs defined as ‘people’s judgement of their capabilities to organise and execute courses of action required to attain designated types of performances’ (Bandura & Schunk, 1981, p. 31).”
BackgroundContextual Factors Related to Math Anxiety in Second-Grade Children
Jameson, M. M. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2013.813367 · Cited by 152
“This method of measuring self-efficacy (i.e., asking students their level of certainty) is the preferred method of prominent researchers (e.g., Bandura & Schunk, 1981; Norwich, 1987; Pajares, 1997) because it allows the researcher to assess “efficacy beliefs at the optimal level of specificity that…”
BackgroundMethodWhich one works best? Considering the relative importance of motivational regulation strategies
Schwinger, M., & Otterpohl, N. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.12.003 · Cited by 111
“Regarding the group of goal-based strategies, proximal goal setting represents a strategy where students split a lengthy task into small pieces in order to feel more self-efficacious about the task (Bandura & Schunk, 1981).”
BackgroundTask motivation and mathematics achievement in actual task situations.
Seegers, G., & Boekaerts, M. (1993) · Learning and Instruction · doi:10.1016/0959-4752(93)90012-o · Cited by 113
Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. (2020) · Journal of Science Education and Technology · doi:10.1007/s10956-020-09877-x · Cited by 148
“Based on Bandura’s motivation theory (Bandura and Schunk 1981; Bandura 1993), cognitive-affective theory of learning with media (CATLM) (Moreno 2006, 2009), and theory of CoI (Garrison 2011; Garrison and Akyol 2015), self-efficacy and cognitive anxiety are considered as the critical interactive psychology variable to…”
MethodBong, M. (2002) · The Journal of Experimental Education · doi:10.1080/00220970209599503 · Cited by 113
Illusionary Progress in Loyalty Programs: Magnitudes, Reward Distances, and Step-Size Ambiguity
Bagchi, R., & Li, X. (2010) · Journal of Consumer Research · doi:10.1086/656392 · Cited by 121
Radwan, A. A. (2011) · Asian EFL journal · Cited by 112
Loh, E. K. Y. (2019) · System · doi:10.1016/j.system.2019.102119 · Cited by 136
Stewart, A. J., & Vandewater, E. A. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.76.2.270 · Cited by 113
Behavioral aspects of solid waste management: A systematic review
Raghu, S. J., & Rodrigues, L. L. R. (2020) · Journal of the Air & Waste Management Association · doi:10.1080/10962247.2020.1823524 · Cited by 143
Improving students' mathematics self-efficacy: A systematic review of intervention studies
Zakariya, Y. F. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.986622 · Cited by 184
Meaning in Life: Nature, Needs, and Myths
MacKenzie, M. J., & Baumeister, R. F. (2014) · Springer eBooks · doi:10.1007/978-1-4939-0308-5_2 · Cited by 125
“Those who have only one major long-term goal often become frustrated, discouraged, or end up failing (Bandura and Schunk 1981).”
BackgroundThe Effect of Goal Visualization on Goal Pursuit: Implications for Consumers and Managers
Cheema, A., & Bagchi, R. (2011) · Journal of Marketing · doi:10.1509/jm.75.2.109 · Cited by 149
“Research on goal following also indicates that proximal goals, which are easier to attain than distal goals, increase motivation and performance (Bandura and Schunk 1981; Naylor and Ilgen 1984).”
BackgroundNot all roads lead to Rome — Comparing different types of motivational regulation profiles
Schwinger, M., Steinmayr, R., & Spinath, B. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.12.006 · Cited by 110
Relich, J. D., Debus, R. L., & WALKER, R. A. (1986) · Contemporary Educational Psychology · doi:10.1016/0361-476x(86)90017-2 · Cited by 107
Reward contingencies and the development of children's skills and self-efficacy.
Schunk, D. H. (1983) · Journal of Educational Psychology · doi:10.1037/0022-0663.75.4.511 · Cited by 118
Self-citationImagining intergroup contact enables member-to-group generalization.
Stathi, S., Crisp, R. J., & Hogg, M. A. (2011) · Group Dynamics Theory Research and Practice · doi:10.1037/a0023752 · Cited by 108
Short-term motivation trajectories: A parallel process model of expectancy-value
Kosovich, J. J., Flake, J. K., & Hulleman, C. S. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.01.004 · Cited by 112
Lim, E. M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11724-6 · Cited by 133
“…that the use of innovative teaching techniques is related to the teacher’s self-efficacy (Gibson & Dembo, 1984; Hsu et al., 2022; Kim et al., 2013), and conversely, the teacher’s computer experience has a positive effect on the teacher’s self-efficacy (Bandura & Schunk, 1981; Zhang et al., 2018).”
BackgroundMartin, L. L. (1999) · Psychological Inquiry · doi:10.1207/s15327965pli1003_1 · Cited by 105
“Numerous studies have shown that the attainment of frequent, intermediate goals enhances individuals’ persistence toward long-term goals, their likelihood of attaining those goals, and their self-efficacy (Bandura & Schunk, 1981).”
BackgroundThe Benefits of Following Your Pride: Authentic Pride Promotes Achievement
Weidman, A. C., Tracy, J. L., & Elliot, A. J. (2015) · Journal of Personality · doi:10.1111/jopy.12184 · Cited by 115
Groth, N., Schnyder, N., Kaess, M., Markovic, A., Rietschel, L., Moser, S., Michel, C., Schultze‐Lutter, F., & Schmidt, S. J. (2019) · Behaviour Research and Therapy · doi:10.1016/j.brat.2019.103442 · Cited by 107
Effects of feedback on self-efficacy, performance, and choice in an athletic task
Escartí, A., & Luján, J. F. G. (1999) · Journal of Applied Sport Psychology · doi:10.1080/10413209908402952 · Cited by 105
The Research on Risk Factors for Adolescents’ Mental Health
Lin, J., & Guo, W. (2024) · Behavioral Sciences · doi:10.3390/bs14040263 · Cited by 150
“Self-efficacy is also a reliable predictor of one’s behavior in terms of the effort invested in problem solving and perseverance when facing challenges in adverse situations [34,35].”
BackgroundEffects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance
Acee, T., & Weinstein, C. (2010) · The Journal of Experimental Education · doi:10.1080/00220970903352753 · Cited by 95
“…their expectation beliefs for success and achievement through the use of self-regulatory strategies (Bandura, 1997; Bandura & Cervone, 1983; Bandura & Schunk, 1981; Cleary & Zimmerman, 2001; DeCorte, Verschaffel, & Masui, 2004; Fuchs et al., 2003; Glaser & Brunstein, 2007; Kitsantas,…”
BackgroundBenson, M. S., & Powell, M. B. (2015) · Psychology Public Policy and Law · doi:10.1037/law0000052 · Cited by 98
“…be spaced over time (Rohrer & Pashlet, 2007; Sisti, Glassi & Shors, 2007; Son, 2004), study blocks need - ideally – to be at least a few hours long (Kunal, 2008; Ukpong & George, 2013), and the format and study environment need to accommodate individual learning preferences (Dunlosky, Rawson,…”
BackgroundSobell, L. C., Sobell, M. B., Leo, G. I., Agrawal, S., Johnson‐Young, L., & Cunningham, J. A. (2002) · Alcoholism: Clinical and Experimental Research · doi:10.1111/j.1530-0277.2002.tb02624.x · Cited by 105
Parental mediation of children’s digital technology use in Singapore
Shin, W., & Li, B. J. (2016) · Journal of Children and Media · doi:10.1080/17482798.2016.1203807 · Cited by 112
“This can be explained by the concept of self-efficacy (Bandura & Schunk, 1981), where self-confidence in a behavior can lead one to effectively carry it out.”
BackgroundTask Force #4—adherence issues and behavior changes: achieving a long-term solution
Ockene, I. S., Hayman, L. L., Pasternak, R. C., SCHRON, E. B., & Dunbar‐Jacob, J. M. (2002) · Journal of the American College of Cardiology · doi:10.1016/s0735-1097(02)02078-8 · Cited by 103
Emotions and new venture judgment in China
Li, Y. (2009) · Asia Pacific Journal of Management · doi:10.1007/s10490-009-9145-4 · Cited by 106
THE USE OF GOAL SETTING AND CONTINGENCY CONTRACTING FOR IMPROVING CHILDREN'S HOMEWORK PERFORMANCE
Miller, D. L., & Kelley, M. L. (1994) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1994.27-73 · Cited by 101
Khan academy gamifies computer science
Morrison, B. B., & DiSalvo, B. J. (2014) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/2538862.2538946 · Cited by 100
“Short-term goals can enhance motivation and learning better than long term goals [4]. term goals can enhance motivation and learning better than To be motivating, games should offer proximal goals that are easy to understand and can be readily attained.”
Background
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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