The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index; 1 of the 22 sources its claims cite were checked for support.
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Open accessAbstract
This experiment tested whether proximal goal setting could cultivate competencies, self-percepts of efficacy, and intrinsic interest.
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Claims the paper makes
71 Own result · 31 No basis given · 21 Own interpretation · 10 Own method · 4 Not checked yet · 3 Sources not found · 2 No full text of the sources · 1 Supported so far
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“intrinsic interest in arithmetic activities that initially held little attraction for them”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“developed a sense of personal efficacy”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“The children's substantial quantitative deficiencies were further confirmed by standardized measures of their mathematical ability obtained from the school district on three subtests of the Metropolitan Achievement Test (Durost, Bixler, Wrightstone, Prescott, & Balow, 1970).They occupied the bottom percentile ranks in computation (22), concepts (27), and problem solving (22).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
What the sources say
- Not matchedcites Durost, Bixler, Wrightstone, Prescott, & Balow, 1970
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Distal goals had no demonstrable effects.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was positively related to accuracy of mathematical performance”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Pilot work in the development of the test procedures revealed that children who do not fully comprehend subtraction operations fail to grasp the nature of their deficiency because they faithfully apply an erroneous algorithm.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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- Rests on an assumption: The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“achieved substantial mastery of mathematical operations”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was accompanied by high-performance attainments and perseverence under conditions in which such a relationship would be expected to obtain.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- It may state two separate claims as one. 26
- The quote only partly states this claim. 1
- Probably not a substantial claim. 13
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Self-percepts of efficacy can affect people's choice of activities, how much effort they expend, and how long they will persist in the face of difficulties (Bandura, 1977a;Brown & Inouye, 1978;Schunk, 1981).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
What the sources say
- Not matchedcites Bandura, 1977a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Brown & Inouye, 1978 source
- Supportedcites Schunk, 1981 source
The article text following the Abstract states that perceived self-efficacy influences choice of activities, effort expenditure, and persistence in the face of difficulties. This directly supports the attributed paraphrase. (LLM, conf=0.95)
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Under proximal subgoals, children progressed rapidly in self-directed learning”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
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The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The selected sample of children indeed exhibited gross deficits; one third could not solve a single problem, and another third could only solve one.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Contrasts between the means of the different treatment conditions show the children in the proximal condition to be much more skilled than those in the distal (p < .01),no-goals (p < .01),or control (p < .01),conditions.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“whereas the controls, who solved only 5% of the problems in pretest and only 8% in posttest, remained grossly deficient in this regard.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In most instances the children erred by overestimating their capabilities.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Congruence Between Self-Efficacy Judgment and Performance
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Those who had the benefit of proximal subgoals substantially increased their perceived self-efficacy and exhibited even further gains following the performance posttest.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, children in the other conditions generally expressed self-doubts concerning their capabilities and showed little spontaneous interest in solving arithmetic problems.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Standardized measures of mathematical competence, based on the Metropolitan Achievement Test, did not predict rate of skill acquisition or degree of self-efficacy enhancement.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Analyses of intragroup changes presented in Table 1 show that the increased perseverence of the proximally self-motivated children and the diminished effort of the controls are highly significant.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although interest was positively related to self-percepts of efficacy derived from performance attainments in treatment, it was uncorrelated with the performance attainments themselves.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children oriented toward distal goals displayed a moderate increase in selfefficacy but a small decline after the posttest.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Multiple comparisons among groups in the posttest assessment disclose that children in each of the treatment conditions, although not differing from each other, were all significantly more persevering than were the controls (Table 1).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in all groups performed a comparable number of digit-symbol items and did not differ in this respect (F = 0.77).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The more competent children were at mathematical computation, r(38) = .42,p < .01,and problem solving, r(38) = .58,p < .001, the more subtraction problems they completed in the free-choice situation.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By the end of the four sessions, the percentage of the total instructional material completed was 74% in the proximal condition, 55% in the distal condition, and 53% in the condition involving no goals.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Progress in Self-Directed Learning
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indeed, 90% of the children who developed their arithmetic skill through the aid of proximal subgoals performed subtraction problems under the free-choice conditions; whereas only about 40% of the children in the other groups did so.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
plaindirect- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Analysis of persistence on the easy arithmetic items revealed no differences except for the controls, who were significantly less persevering (-31%) when tested again.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
plain- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: Children who gain high self-efficacy through skill acquisition solve problems readily and therefore need not spend much time on them.
- Rests on an assumption: An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Table 1 shows that in accurateness of self-appraisal, the proximally self-motivated children exceed other experimental groups, which do not differ significantly from each other.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Congruence Between Self-Efficacy Judgment and Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in the distal condition also exceeded the controls in self-efficacy, but they did not differ significantly from those who set no goals for themselves.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both instructional performance, r(28) = .33,p < .05,and strength of self-efficacy, r(38) = .42,p < .01,were moderately related to the children's facility in using subtractive operations.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“but both groups outperformed the controls.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inspection of Table 1 shows that children in the proximal subgoal condition exceeded all three comparison groups, which did not differ from each other.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Correlation of the latter measures shows that variations in mean strength of self-efficacy covaried with interest in the control and the no-goals conditions, r(18) = .39,p < .05,but not in the goal-setting treatments.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
plaincorrelational- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Most of the activities that people enjoy doing for their own sake originally had little or no interest for them.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The instructions, format, and materials for the self-directed study were identical across treatment conditions except for variations in goal setting.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Treatment Conditions
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Under conditions in which external imperatives are minimal and discontinuous, people must partly serve as agents of their own motivation and action.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“By having children in different treatments pursue separately the self-directed learning in the same setting at the same time, social and situational factors that might otherwise vary were comparable across treatment conditions.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Procedure for Self-Directed Learning
hedged- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Although results are somewhat variable, the usual finding is that rewards given regardless of quality of performance tend to reduce interest, whereas rewards for performances signifying competence sustain high interest (Boggiano & Ruble, 1979;Enzle & Ross, 1978;Lepper & Greene, 1979;Ross, 1976).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
What the sources say
hedgeddirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Children were assigned randomly to one of three treatment conditions or to a nontreated control group.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Treatment Conditions
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To control for any possible bias, the testers had no knowledge of the conditions to which the children had been assigned.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Posttreatment Assessment
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Operative competence thus requires flexible orchestration of multiple subskills.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Both forms were administered in a counterbalanced order to a sample of 17 children who were not participants in the formal study.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Posttreatment Assessment
plainn = 17- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, through favorable continued involvement, almost any activity can become imbued with consuming significance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The controversy over the effects of extrinsic rewards on preexisting high interest has led to a neglect of the issue of how intrinsic interest is developed when it is lacking.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This form of self-motivation, which operates largely through internal comparison processes, re-quires personal standards against which to evaluate ongoing performance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children who set themselves attainable subgoals progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and heightened their perceived self-efficacy and interest in activities that initially held little attraction for them.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The link between boosts in perceived self-efficacy and sustained involvement in challenging activities is now well established across a wide range of behavioral domains (Bandura, 1981;Brown & Inouye, 1978;Weinberg, Gould, & Jackson, 1979;Schunk, 1981;Condiotte & Lichtenstein, in press).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
What the sources say
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Consequently, interest fails to develop, even though skills are being acquired in the process.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Judgments of one's capabilities can affect rate of skill acquisition, and performance mastery, in turn, can boost self-efficacy in a mutually enhancing process.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
“The number of subtraction problems the children solved under these permissive choice conditions constituted the measure of intrinsic interest.”
The paper relies on this without support.
Children who gain high self-efficacy through skill acquisition solve problems readily and therefore need not spend much time on them.
“Children who gain high self-efficacy through skill acquisition solve problems readily and, therefore, need not spend much time on them.”
The paper relies on this without support.
An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.
“An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.”
The paper relies on this without support.
Performances that are readily achieved suggest a higher level of self-ability than do analogous attainments gained through slow, heavy labor.
“Performances that are readily achieved suggest a higher level of self-ability than do analogous attainments gained through slow, heavy labor.”
The paper relies on this without support.
The influence of perceived self-efficacy on perseverence is best revealed on problems that cannot be solved however hard one tries.
“The influence of perceived self-efficacy on perseverence is, of course, best revealed on problems that cannot be solved however hard one tries.”
The paper relies on this without support.
Children who doubt their capabilities quit sooner than those who believe they can eventually master the task should they persevere.
“Children who doubt their capabilities quit sooner than those who believe they can eventually master the task should they persevere.”
The paper relies on this without support.
Research on intrinsic interest has centered primarily on how extrinsic incentives affect high interest when it is already present rather than on how to develop it when it is lacking.
“Research on intrinsic interest has centered primarily on how extrinsic incentives affect high interest when it is already present rather than on how to develop it when it is lacking.”
The paper relies on this without support.
The problem of developing interest when it is lacking presents major challenges, especially when avoidance of activities essential for self-development reflects antipathy arising from repeated failure rather than mere disinterest.
“It is the latter problem that presents major challenges, especially when avoidance of activities essential for self-development reflects antipathy arising from repeated failure rather than mere disinterest.”
The paper relies on this without support.
Judgment of mathematical self-efficacy by children just beginning to understand the requisite cognitive skills is no simple matter.
“Judgment of mathematical self-efficacy by children just beginning to understand the requisite cognitive skills is no simple matter.”
The paper relies on this without support.
With very brief exposure to sample items, it is hard to discriminate among different levels of task difficulty.
“With very brief exposure to sample items, it is hard to discriminate among different levels of task difficulty.”
The paper relies on this without support.
The complexity of some of the subtractive operations is not instantly apparent from what is most readily observable.
“This is because the complexity of some of the subtractive operations is not instantly apparent from what is most readily observable.”
The paper relies on this without support.
When complex operations are imbedded in seemingly easy problems, appearances can be quite misleading.
“When complex operations are imbedded in seemingly easy problems, which is often the case, appearances can be quite misleading.”
The paper relies on this without support.
Solving problems typically requires applying multiple operations.
“Moreover, solving problems typically requires applying multiple operations.”
The paper relies on this without support.
Judgment of personal capabilities for a given type of task is complicated if some of the constituent operations are thoroughly mastered and others are only partially understood.
“Even if they were readily recognizable, judgment of personal capabilities for a given type of task is complicated if some of the constituent operations are thoroughly mastered and others are only partially understood.”
The paper relies on this without support.
Selective attention to mastered elements highlights competencies, whereas focus on what is less well understood highlights shortcomings.
“Selective attention to mastered elements highlights competencies; whereas focus on what is less well understood highlights shortcomings.”
The paper relies on this without support.
Even equal attentiveness to all aspects of the task will produce some variance in judgments of self-efficacy, depending on how much weight is given to the differentially mastered operations.
“Even equal attentiveness to all aspects of the task will produce some variance in judgments of self-efficacy, depending on how much weight is given to the differentially mastered operations.”
The paper relies on this without support.
The evaluative standards against which ongoing performances are appraised constitute an additional factor that determines how well people judge their capabilities.
“The evaluative standards against which ongoing performances are appraised constitute an additional factor that determines how well people judge their capabilities.”
The paper relies on this without support.
Performances that draw on only a few skills reduce the likelihood of overestimating personal capabilities by overweighting a mastered subpart.
“Performances that draw on only a few skills reduce the likelihood of overestimating personal capabilities by overweighting a mastered subpart.”
The paper relies on this without support.
In activities that depend on diverse subskills, knowledge of some of them, especially the more directly observable ones, raises the level of assurance that one might be able to perform successfully.
“In activities that depend on diverse subskills, knowledge of some of them, especially the more directly observable ones, raises the level of assurance that one might be able to perform successfully.”
The paper relies on this without support.
When progress is gauged against distal goals, similar accomplishments may prove disappointing because of wide disparities between current performance and lofty future standards.
“When progress is gauged against distal goals, similar accomplishments may prove disappointing because of wide disparities between current performance and lofty future standards.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“However, for many procrastinators, most tasks and assignments that need completion will probably be experienced as unrewarding, war-ranting treatment interventions that specifically target the value of performing the correct actions (Bandura & Schunk, 1981).”
From Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure (2014) · cites this paper as Bandura & Schunk, 1981
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“as Bandura and Schunk (1981) concluded, self-motivation can best be created and sustained by attainable sub-goals that lead to larger goals”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Bandura and Schunk (1981)
The cited source says what the claim attributes to it.
In the citing paper
“The higher self-efficacy, the more likely we will take on a task (Bandura and Schunk, 1981).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Bandura and Schunk, 1981
In the citing paper
“Such facets of co-creation will likely nurture intrinsic motivation26, which is constructive for the development of self-efficacy30.”
From Establishing the importance of co-creation and self-efficacy in creative collaboration with artificial intelligence (2024) · cites this paper as [30]
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
“r(8) = .61,p < .001”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Reported p < .001 · recomputed p = .061
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“r(18) = .39,p < .05”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Reported p < .05 · recomputed p = .089
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upr(8) = 0.61reported p < .001 · recomputed p = .061The two fall on opposite sides of .05
“r(8) = .61,p < .001”
- Doesn’t add upr(18) = 0.39reported p < .05 · recomputed p = .089
“r(18) = .39,p < .05”
- Not confirmedr(28) = 0.42reported p < .01 · recomputed p = .021
“r(28) = .42,p < .01”
- Not confirmedr(28) = 0.32reported p < .05 · recomputed p = .085
“r(28) = .32,p < .05”
- Not confirmedr(28) = 0.33reported p < .05 · recomputed p = .075
“r(28) = .33,p < .05”
- Not confirmedr(38) = 0.49reported p < .001 · recomputed p = .001
“r(38)= .49,p < .001”
- Not confirmedr(28) = 0.4reported p < .025 · recomputed p = .029
“r(28) = .40,p < .025”
- Not confirmedr(28) = 0.25reported p < .1 · recomputed p = .183
“r(28) = .25,p < .10”
- Not confirmedr(8) = 0.63reported p = .025 · recomputed p = .051
“r(8) = .63,p = .025”
- Not confirmedr(38) = 0.27reported p < .05 · recomputed p = .092
“r(38) = .27,p < .05”
- ConsistentF(3, 36) = 10.13reported p < .001 · recomputed p < .001
“F(3, 36) = 10.13,p < .001”
- ConsistentF(6, 72) = 5.96reported p < .001 · recomputed p < .001
“F(6, 72) = 5.96, p < .001”
- ConsistentF(3, 36) = 12.8reported p < .001 · recomputed p < .001
“F(3, 36) = 12.80, p < .001”
- ConsistentF(3, 36) = 12.55reported p < .001 · recomputed p < .001
“F(3, 36) = 12.55, p < .001”
- ConsistentF(3, 36) = 5.67reported p < .005 · recomputed p = .003
“F(3, 36) = 5.67, p < .005”
- ConsistentF(3, 36) = 3.57reported p < .05 · recomputed p = .023
“F(3, 36) = 3.57, p < .05”
- ConsistentF(1, 27) = 3.94reported p < .1 · recomputed p = .057
“F(1, 27) = 3.94, p < .10”
- ConsistentF(1, 27) = 5.44reported p < .05 · recomputed p = .027
“F(1, 27) = 5.44, p < .05”
- ConsistentF(1, 27) = 3.66reported p < .1 · recomputed p = .066
“F(1, 27) = 3.66, p < .10”
- ConsistentF(1, 27) = 4.67reported p < .05 · recomputed p = .040
“F(1, 27) = 4.67, p < .05”
- ConsistentF(3, 36) = 3.06reported p < .05 · recomputed p = .040
“F(3, 36) = 3.06, p < .05”
- Consistentr(38) = 0.42reported p < .01 · recomputed p = .007
“r(38) = .42,p < .01”
- Consistentr(38) = 0.51reported p < .001 · recomputed p < .001
“r(38) = .51,p < .001”
- Consistentr(38) = 0.58reported p < .001 · recomputed p < .001
“r(38) = .58,p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Self-check results appear here once an independent check has confirmed them.
Citations
Cites
Self-efficacy: Toward a unifying theory of behavioral change
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New directions in attribution research
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Self-citation
Research works printed but not linked: 3
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- [6]6. Hillsdale, N.J.: Erlbaum, in press.
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Dunn, K. E., Airola, D. T., Lo, W., & Garrison, M. (2012) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.11.002 · Cited by 113
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EXPLORING THE RELATIONSHIP BETWEEN
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“Bandura’s theory of self-efficacy is looking at the connection between self-efficacy beliefs and actual performance in a specific domain (Bandura & Schunk 1981).”
BackgroundConstructivism: Shape-shifting, substance, and teacher education applications
Oxford, R. L. (1997) · Peabody Journal of Education · doi:10.1207/s15327930pje7201_3 · Cited by 98
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The Stanford Adolescent Heart Health Program
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“…the role of competence-related information in determining motivation, researchers have typically used skill activities performed in achievement contexts (e.g., Bandura & Schunk, 1981; Boggiano & Ruble, 1979; Harackiewicz, Sansone, & Manderlink, 1985; Harter, 1981; Pittman, Boggiano & Ruble, 1983).”
MethodSex Differences in Self-Efficacy and Attributions: Influence of Performance Feedback
Schunk, D. H., & Lilly, M. W. (1984) · The Journal of Early Adolescence · doi:10.1177/0272431684043004 · Cited by 96
Self-citationSelf-leadership in organizational teams: A multilevel analysis of moderators and mediators
Konradt, U., Goerke, P., & Ellwart, T. (2008) · European Journal of Work and Organizational Psychology · doi:10.1080/13594320701693225 · Cited by 100
“Research has demonstrated positive relations between self-leadership and performance (Bandura & Schunk, 1981; Dolbier, Soderstrom, & Steinhardt, 2001; Neck, Neck, Manz, & Godwin, 1999).”
BackgroundGoal-setting in the career management process: An identity theory perspective.
Greco, L., & Kraimer, M. L. (2019) · Journal of Applied Psychology · doi:10.1037/apl0000424 · Cited by 116
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Leveraging Factors of Self-Efficacy and Motivation to Optimize Stroke Recovery
Gangwani, R., Cain, A., Collins, A., & Cassidy, J. M. (2022) · Frontiers in Neurology · doi:10.3389/fneur.2022.823202 · Cited by 115
“Self-efficacy is key in the self-regulation of motivation (41).”
BackgroundKahn, B. E., & Luce, M. F. (2003) · Marketing Science · doi:10.1287/mksc.22.3.393.17737 · Cited by 89
“To the degree an individual feels she can do something to improve a situation, she is likely to engage in active, problem-focused coping efforts and therefore to expect more favorable consequences (Bandura 1982, 1997; Bandura and Schunk 1981; Folkman and Lazarus 1988; Morris and Ingham 1988).”
BackgroundMeasuring Self-Efficacy expectations for Social Skills: A methodological inquiry
Moe, K. O., & Zeiss, A. M. (1982) · Cognitive Therapy and Research · doi:10.1007/bf01183892 · Cited by 92
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“Bandura and Schunk (1981) examined the role of goal proximity in the development of intrinsic interest in learning activities.”
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“17 See Bandura and Schunk (1981). 18 Because on-line registration started for the first time in the Fall 2005, we chose the period January until June to allow for some adjustment to a new system.”
BackgroundInterest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference
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“For example, in Bandura’s self efficacy theory (Bandura, 1997), information pertaining to performance outcomes is conceived as an important source of perceived efficacy, which in turn serves as a major determinant of motivation (Bandura & Schunk, 1981; Zimmerman, 2000; Bandura & Locke, 2003).”
BackgroundThe Effect of Goal Visualization on Goal Pursuit: Implications for Consumers and Managers
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“frame is used to align with national recommendations [67] and enable more proximal goals shown to more highly motivate behavior change [68].”
MethodRetail employees' self-efficacy and hope predicting their positive affect and creativity
Rego, A., Sousa, F., Marques, C. S., & Cunha, M. P. E. (2011) · European Journal of Work and Organizational Psychology · doi:10.1080/1359432x.2011.610891 · Cited by 96
“For example, hopeful and self-efficacious people may be more creative because they develop higher intrinsic motivation (Bandura & Schunk, 1981; McAuley, Wraith, & Duncan, 2000; Ryan & Deci, 2000; Snyder et al., 2002) in performing the tasks leading to desired outcomes (Amabile, 1997; Oldham &…”
Background“More than just reading”: The human factor in reaching resistant readers
Worthy, J., Patterson, E., Salas, R. G., Prater, S., & Turner, M. (2001) · Reading Research and Instruction · doi:10.1080/19388070209558364 · Cited by 87
Edgar, S., Carr, S., Connaughton, J., & Celenza, A. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1539-5 · Cited by 116
Self-Determination in Physical Education: Designing Class Environments to Promote Active Lifestyles
Bryan, C., & Solmon, M. A. (2007) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.26.3.260 · Cited by 91
Learning by Thinking: How Reflection Can Spur Progress Along the Learning CurvePreprint
Stefano, G. D., Gino, F., Pisano, G. P., & Staats, B. R. (2014) · SSRN Electronic Journal · doi:10.2139/ssrn.2414478 · Cited by 97
Cultivate Self‐Efficacy for Personal and Organizational Effectiveness
Bandura, A. (2023) · doi:10.1002/9781394320769.ch6 · Cited by 90
Self-citationErsanlı, C. Y. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.07.534 · Cited by 102
The reasons why elderly mobile users adopt ubiquitous mobile social service
Yang, H., & Lin, S.-L. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.12.005 · Cited by 90
SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES
Palmer, D., & Goetz, E. T. (1988) · Elsevier eBooks · doi:10.1016/b978-0-12-742460-6.50010-4 · Cited by 109
Self-efficacy as a Predictor of Performance in Competitive Gymnastics
Lee, C. (1982) · Journal of Sport Psychology · doi:10.1123/jsp.4.4.405 · Cited by 85
Kong, D. T., Park, S., & Peng, J. (2022) · Academy of Management Journal · doi:10.5465/amj.2021.0209 · Cited by 87
Mujtaba, T., & Reiss, M. J. (2013) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-013-9404-1 · Cited by 85
“There is evidence to suggest that teaching students to set themselves goals enhances their academic achievement, cognitive efficacy and their intrinsic interest in the subject concerned (Bandura & Schunk, 1981; Skunk, 1989).”
BackgroundEnhancing self-regulation of practice: the influence of graphing and self-evaluative standards
Kitsantas, A., & Zimmerman, B. J. (2006) · Metacognition and Learning · doi:10.1007/s11409-006-9000-7 · Cited by 88
Integrating public service motivation and self-determination theory
Andrews, C. W. (2016) · International Journal of Public Sector Management · doi:10.1108/ijpsm-10-2015-0176 · Cited by 92
Vallerand, R. J., Gagné, F., Senécal, C. B., & Pelletier, L. G. (1994) · Gifted Child Quarterly · doi:10.1177/001698629403800403 · Cited by 82
Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task
Nuutila, K., Tapola, A., Tuominen, H., Kupiainen, S., Pásztor, A., & Niemivirta, M. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00036 · Cited by 100
“and feelings of satisfaction obtained through performance and sense of mastery (Bandura and Schunk, 1981).”
BackgroundRizzo, M. J., & Whitman, G. (2019) · Cambridge University Press eBooks · doi:10.1017/9781139061810 · Cited by 132
Lee, C. (1984) · Cognitive Therapy and Research · doi:10.1007/bf01315096 · Cited by 81
“The behavioral domains examined have included specific phobias (e.g., Bandura, Adams, Hardy, & Howells, 1980; Biran & Wilson, 1981), social skills (e.g., Kazdin, 1980; Lee, in press), vocational choice (Betz & Hackett, 1981), academic performance in children ( Bandura & Schunk, 1981; Keyser & Barling, 1981), smoking c…”
Bong, M. (1999) · The Journal of Experimental Education · doi:10.1080/00220979909598486 · Cited by 80
Why Do Consumers Go Internet Shopping Again? Understanding the Antecedents of Repurchase Intention
Chen, Y. (2012) · Journal of Organizational Computing and Electronic Commerce · doi:10.1080/10919392.2012.642234 · Cited by 81
“Many studies also convey that previous experience is one of the key determinants of self-efficacy ( Bandura and Schunk 1981 ; Wood and Bandura 1989 ).”
BackgroundResultBores-Rangel, E., Church, A. T., Szendre, D., & Reeves, C. K. (1990) · Journal of Counseling Psychology · doi:10.1037/0022-0167.37.4.407 · Cited by 83
Interest: A unique affective and cognitive motivational variable that develops
(2022) · Advances in Motivation Science · doi:10.1016/bs.adms.2021.12.004 · Cited by 81
Lindemann‐Matthies, P., Constantinou, C. P., Lehnert, H.-J., Nagel, U., Raper, G., & Kadji‐Beltran, C. (2011) · International Journal of Science Education · doi:10.1080/09500693.2010.547534 · Cited by 78
“793), which, in turn, is an important determinant of a person’s intrinsic motivation and actual competence to carry out a future task (Bandura & Schunk, 1981 ; Losier & Vallerand, 1994 ; Pajares, 1996 ).”
BackgroundWang, C., Kim, D., Bong, M., & Ahn, H. S. (2013) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.02.004 · Cited by 87
“In contrast, those with high self-efficacy beliefs willingly take on challenging tasks and demonstrate lower levels of anxiety (Bandura & Schunk, 1981; Schunk, 1983).”
BackgroundSome Reflections on Reflections
Bandura, A. (1990) · Psychological Inquiry · doi:10.1207/s15327965pli0101_26 · Cited by 78
Self-citationPerceived motivational climate and cognitive and affective correlates among Norwegian athletes
Ommundsen, Y., Roberts, G. C., & Kavussanu, M. (1998) · Journal of Sports Sciences · doi:10.1080/026404198366867 · Cited by 78
Muenks, K. M., & Miele, D. B. (2017) · Review of Educational Research · doi:10.3102/0034654316689328 · Cited by 92
“…longer they persist on challenging tasks, the less negatively they respond to failure, and the better they perform on academic assessments (e.g., Bandura & Schunk, 1981; Bouffard-Bouchard, Parent, & Larivee, 1991; Denissen, Zarrett, & Eccles, 2007; Durik, Vida, & Eccles, 2006; Hu, Chen,…”
BackgroundYu, J., Ariza‐Montes, A., Giorgi, G., Lee, A., & Han, H. (2020) · Sustainability · doi:10.3390/su12177168 · Cited by 78
“This concept of self-efficacy displays the individual conviction of ability required to obtain results desired by the organization, and can be an important variable to understand the attitude and actions of an individual [28,29].”
BackgroundEarl, J. K., Gerrans, P., & Halim, V. A. (2015) · Leisure Sciences · doi:10.1080/01490400.2015.1021881 · Cited by 84
“…suggests that participation in activities that promote new skills and involve challenging but proximal goals can strengthen the perception of control and self-efficacy (Arent et al., 2000; Bandura & Schunk, 1981; Bosse et al., 2002; Price & Balaswamy, 2009; Tanner & Ball, 2000) among older people.”
BackgroundNelson, J. M., & Manset-Williamson, G. (2006) · Learning Disability Quarterly · doi:10.2307/30035507 · Cited by 78
“Other researchers have found similar results regarding metacognitive deficits and inaccurate self-efficacy or self-perception judgments in low-achieving students (Bandura & Schunk, 1981) and students with LD (Pintrich et al., 1994; Stone & May, 2002).”
ResultPresseau, J., Sniehotta, F. F., Francis, J., & Campbell, N. C. (2009) · Implementation Science · doi:10.1186/1748-5908-4-77 · Cited by 85
“While this lead-up prospective facilitation is reminiscent of Bandura's 'proximal subgoals' [44] and Bagozzi's 'instrumental acts' [45], the latter concepts are framed within a perspective that is explicitly focused on a single behaviour.”
Five Standards and Student Achievement
Doherty, R. W., Hilberg, R. S., Pinal, A., & Tharp, R. G. (2003) · NABE Journal · Cited by 78
Inherent details of self-regulated learning include student perceptions
Schunk, D. H. (1995) · Educational Psychologist · doi:10.1207/s15326985ep3004_7 · Cited by 77
“A higher sense of efficacy also relates positively to intrinsic interest (Bandura & Schunk, 1981).”
BackgroundSelf-citationChowdhury, M. S., & Shahabuddin, A. M. (2007) · The College Quarterly · Cited by 77
Choi, J., Fiszdon, J. M., & Medalia, A. A. (2010) · Schizophrenia Bulletin · doi:10.1093/schbul/sbq078 · Cited by 76
Self-efficacy in alcoholics: Clinical validation of the situational confidence questionnaire
Miller, P. J., Ross, S. M., Emmerson, R. Y., & Todt, E. H. (1989) · Addictive Behaviors · doi:10.1016/0306-4603(89)90052-x · Cited by 76
Operationalizing Urie Bronfenbrenner’s Process-Person-Context-Time Model
Xia, M., Li, X., & Tudge, J. R. H. (2020) · Human Development · doi:10.1159/000507958 · Cited by 75
“For example, children’s diligent practice (with proximal subgoals) might let them get enough master experience and thus promote their selfefficacy in certain skills, which in turn might encourage them to become more diligent (Bandura & Schunk, 1981).”
BackgroundClass jumping into academia: Multiple identities for counseling academics.
Nelson, M. L., Englar‐Carlson, M., Tierney, S. C., & Hau, J. M. (2006) · Journal of Counseling Psychology · doi:10.1037/0022-0167.53.1.1 · Cited by 74
Collaborative goal setting with and for children as part of therapeutic intervention
Costa, U. M., Brauchle, G., & Kennedy‐Behr, A. (2016) · Disability and Rehabilitation · doi:10.1080/09638288.2016.1202334 · Cited by 80
Designing Effective Promotional Games: Opportunities and Problems
Ward, J. C., & Hill, R. P. (1991) · Journal of Advertising · doi:10.1080/00913367.1991.10673348 · Cited by 77
The Temporal Relationship between Perceived Competence and Self-Determined Motivation
Losier, G. F., & Vallerand, R. J. (1994) · The Journal of Social Psychology · doi:10.1080/00224545.1994.9923014 · Cited by 73
On the facilitation of self-efficacy
Goldfried, M. R., & Robins, C. J. (1982) · Cognitive Therapy and Research · doi:10.1007/bf01184004 · Cited by 74
Nuutila, K., Tapola, A., Tuominen, H., Molnár, G., & Niemivirta, M. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102090 · Cited by 74
Standards Performance Continuum: Development and Validation of a Measure of Effective Pedagogy
Doherty, R. W., Hilberg, R. S., Epaloose, G., & Tharp, R. G. (2002) · The Journal of Educational Research · doi:10.1080/00220670209598795 · Cited by 74
Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism
Pajares, F., & Usher, E. L. (2008) · Advances in motivation and achievement · doi:10.1016/s0749-7423(08)15012-9 · Cited by 75
Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101850 · Cited by 71
Self-Efficacy, Interest, and Task Performance
Niemivirta, M., & Tapola, A. (2007) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.21.3.241 · Cited by 82
“The claim that at least moderate perceived efficacy is required to generate and sustain interest in an activity (Bandura, 1986; Bandura & Schunk, 1981 ) is an explicit part of the social-cognitive theory of career choice and academic interest developed by Lent and his colleagues (Lent, Brown, & Hackett, 1994).”
BackgroundKlassen, R. M. (2006) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2006.10.001 · Cited by 83
Strategic intent as a rhetorical device
Mantere, S., & Sillince, J. A. A. (2007) · Scandinavian Journal of Management · doi:10.1016/j.scaman.2007.03.002 · Cited by 73
The Self-efficacy Questionnaire for School Situations: Development and Psychometric Evaluation
Heyne, D., King, N., Tonge, B., Rollings, S., Pritchard, M., Young, D., & Myerson, N. (1998) · Behaviour Change · doi:10.1017/s081348390000588x · Cited by 73
Henry, A., Korp, H., Sundqvist, P., & Thorsén, C. (2017) · TESOL Quarterly · doi:10.1002/tesq.394 · Cited by 96
“Moreover, when students engage in a creative and identity-congruent activity, this can increase experiences of self-efficacy (Bandura & Schunk, 1981) and self-authenticity (Vannini & Burgess, 2009; see also Henry, 2013), and can further enhance motivational energy (Sheldon & Elliot, 1999; see also…”
BackgroundMischel, W. (1983) · Journal of Personality · doi:10.1111/j.1467-6494.1983.tb00346.x · Cited by 72
Telemedicine adoption by different groups of physicians
Croteau, A., & Vieru, D. (2003) · Hawaii International Conference on System Sciences (HICSS) · doi:10.1109/hicss.2002.994121 · Cited by 80
Learning Goals and Children's Reading Comprehension
Schunk, D. H., & Rice, J. M. (1989) · Journal of Reading Behavior · doi:10.1080/10862968909547677 · Cited by 73
“…and to break them into subgoals, goals that incorporate specific performance standards lead to higher performance than do general goals (e.g., "Do your best") or no goals (Bandura & Schunk, 1981; Gaa, 1973; Rosswork, 1977; Schunk, 1983, 1985'; Tollefson, Tracy, Johnsen, Farmer, & Buenning, 1984).”
BackgroundSelf-citationMao, J., Chiang, J. T., Chen, L., Wu, Y., & Wang, J. (2018) · Journal of Occupational and Organizational Psychology · doi:10.1111/joop.12233 · Cited by 87
Intervening to Improve the Safety of Delivery Drivers
Ludwig, T. D., & Geller, E. S. (2000) · Journal of Organizational Behavior Management · doi:10.1300/j075v19n04_01 · Cited by 72
The drug avoidance self-efficacy scale
Martin, G. W., Wilkinson, D. A., & Poulos, C. X. (1995) · Journal of Substance Abuse · doi:10.1016/0899-3289(95)90001-2 · Cited by 74
Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers
Raphael, L. M., Pressley, M. G., & Mohan, L. (2008) · The Elementary School Journal · doi:10.1086/592367 · Cited by 72
“Provides tangible rewards (two practices) (e.g., Bandura & Schunk, 1981): 9.”
BackgroundShkulaku, R. (2013) · Cited by 73
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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