The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index; 1 of the 22 sources its claims cite were checked for support.
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Open accessAbstract
This experiment tested whether proximal goal setting could cultivate competencies, self-percepts of efficacy, and intrinsic interest.
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1 of 22 cited sources checked · 1 supported · 0 flagged
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“intrinsic interest in arithmetic activities that initially held little attraction for them”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Rests on an assumption: The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“developed a sense of personal efficacy”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIn the paper
“The children's substantial quantitative deficiencies were further confirmed by standardized measures of their mathematical ability obtained from the school district on three subtests of the Metropolitan Achievement Test (Durost, Bixler, Wrightstone, Prescott, & Balow, 1970).They occupied the bottom percentile ranks in computation (22), concepts (27), and problem solving (22).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
What the sources say
- Not matchedcites Durost, Bixler, Wrightstone, Prescott, & Balow, 1970
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Distal goals had no demonstrable effects.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was positively related to accuracy of mathematical performance”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Pilot work in the development of the test procedures revealed that children who do not fully comprehend subtraction operations fail to grasp the nature of their deficiency because they faithfully apply an erroneous algorithm.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Rests on an assumption: The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“achieved substantial mastery of mathematical operations”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesThe paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Perceived self-efficacy was accompanied by high-performance attainments and perseverence under conditions in which such a relationship would be expected to obtain.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes
- It may state two separate claims as one. 26
- The quote only partly states this claim. 1
- Probably not a substantial claim. 13
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Self-percepts of efficacy can affect people's choice of activities, how much effort they expend, and how long they will persist in the face of difficulties (Bandura, 1977a;Brown & Inouye, 1978;Schunk, 1981).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
What the sources say
- Not matchedcites Bandura, 1977a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Brown & Inouye, 1978 source
- Supportedcites Schunk, 1981 source
The article text following the Abstract states that perceived self-efficacy influences choice of activities, effort expenditure, and persistence in the face of difficulties. This directly supports the attributed paraphrase. (LLM, conf=0.95)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Under proximal subgoals, children progressed rapidly in self-directed learning”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesThe quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The selected sample of children indeed exhibited gross deficits; one third could not solve a single problem, and another third could only solve one.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical performance test.
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Contrasts between the means of the different treatment conditions show the children in the proximal condition to be much more skilled than those in the distal (p < .01),no-goals (p < .01),or control (p < .01),conditions.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“whereas the controls, who solved only 5% of the problems in pretest and only 8% in posttest, remained grossly deficient in this regard.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In most instances the children erred by overestimating their capabilities.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Congruence Between Self-Efficacy Judgment and Performance
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Those who had the benefit of proximal subgoals substantially increased their perceived self-efficacy and exhibited even further gains following the performance posttest.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, children in the other conditions generally expressed self-doubts concerning their capabilities and showed little spontaneous interest in solving arithmetic problems.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Standardized measures of mathematical competence, based on the Metropolitan Achievement Test, did not predict rate of skill acquisition or degree of self-efficacy enhancement.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Analyses of intragroup changes presented in Table 1 show that the increased perseverence of the proximally self-motivated children and the diminished effort of the controls are highly significant.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although interest was positively related to self-percepts of efficacy derived from performance attainments in treatment, it was uncorrelated with the performance attainments themselves.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children oriented toward distal goals displayed a moderate increase in selfefficacy but a small decline after the posttest.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Multiple comparisons among groups in the posttest assessment disclose that children in each of the treatment conditions, although not differing from each other, were all significantly more persevering than were the controls (Table 1).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in all groups performed a comparable number of digit-symbol items and did not differ in this respect (F = 0.77).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The more competent children were at mathematical computation, r(38) = .42,p < .01,and problem solving, r(38) = .58,p < .001, the more subtraction problems they completed in the free-choice situation.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By the end of the four sessions, the percentage of the total instructional material completed was 74% in the proximal condition, 55% in the distal condition, and 53% in the condition involving no goals.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Progress in Self-Directed Learning
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Indeed, 90% of the children who developed their arithmetic skill through the aid of proximal subgoals performed subtraction problems under the free-choice conditions; whereas only about 40% of the children in the other groups did so.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Analysis of persistence on the easy arithmetic items revealed no differences except for the controls, who were significantly less persevering (-31%) when tested again.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Persistence
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: Children who gain high self-efficacy through skill acquisition solve problems readily and therefore need not spend much time on them.
- Rests on an assumption: An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Table 1 shows that in accurateness of self-appraisal, the proximally self-motivated children exceed other experimental groups, which do not differ significantly from each other.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Congruence Between Self-Efficacy Judgment and Performance
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children in the distal condition also exceeded the controls in self-efficacy, but they did not differ significantly from those who set no goals for themselves.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Perceived Self-Efficacy
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both instructional performance, r(28) = .33,p < .05,and strength of self-efficacy, r(38) = .42,p < .01,were moderately related to the children's facility in using subtractive operations.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“but both groups outperformed the controls.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Mathematical Performance
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inspection of Table 1 shows that children in the proximal subgoal condition exceeded all three comparison groups, which did not differ from each other.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Intrinsic Interest
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Correlation of the latter measures shows that variations in mean strength of self-efficacy covaried with interest in the control and the no-goals conditions, r(18) = .39,p < .05,but not in the goal-setting treatments.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Correlational Analyses
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Most of the activities that people enjoy doing for their own sake originally had little or no interest for them.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The instructions, format, and materials for the self-directed study were identical across treatment conditions except for variations in goal setting.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Treatment Conditions
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Under conditions in which external imperatives are minimal and discontinuous, people must partly serve as agents of their own motivation and action.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“By having children in different treatments pursue separately the self-directed learning in the same setting at the same time, social and situational factors that might otherwise vary were comparable across treatment conditions.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Procedure for Self-Directed Learning
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
None of the sources cited for this claim have been checked yet.
In the paper
“Although results are somewhat variable, the usual finding is that rewards given regardless of quality of performance tend to reduce interest, whereas rewards for performances signifying competence sustain high interest (Boggiano & Ruble, 1979;Enzle & Ross, 1978;Lepper & Greene, 1979;Ross, 1976).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
What the sources say
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Children were assigned randomly to one of three treatment conditions or to a nontreated control group.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Treatment Conditions
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“To control for any possible bias, the testers had no knowledge of the conditions to which the children had been assigned.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Posttreatment Assessment
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Operative competence thus requires flexible orchestration of multiple subskills.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Both forms were administered in a counterbalanced order to a sample of 17 children who were not participants in the formal study.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Posttreatment Assessment
Strength:plain· not yet calibratedn = 17Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, through favorable continued involvement, almost any activity can become imbued with consuming significance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. The paper may give no reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The controversy over the effects of extrinsic rewards on preexisting high interest has led to a neglect of the issue of how intrinsic interest is developed when it is lacking.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This form of self-motivation, which operates largely through internal comparison processes, re-quires personal standards against which to evaluate ongoing performance.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children who set themselves attainable subgoals progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and heightened their perceived self-efficacy and interest in activities that initially held little attraction for them.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The link between boosts in perceived self-efficacy and sustained involvement in challenging activities is now well established across a wide range of behavioral domains (Bandura, 1981;Brown & Inouye, 1978;Weinberg, Gould, & Jackson, 1979;Schunk, 1981;Condiotte & Lichtenstein, in press).”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
What the sources say
Strength:boosted· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Consequently, interest fails to develop, even though skills are being acquired in the process.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Judgments of one's capabilities can affect rate of skill acquisition, and performance mastery, in turn, can boost self-efficacy in a mutually enhancing process.”
§ Cultivating Competence, Self-Efficacy, and Intrinsic Interest Through Proximal Self-Motivation > Discussion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
The paper relies on this without support.
The number of subtraction problems children solved under permissive choice conditions is a valid measure of their intrinsic interest in arithmetic.
“The number of subtraction problems the children solved under these permissive choice conditions constituted the measure of intrinsic interest.”
The paper relies on this without support.
Children who gain high self-efficacy through skill acquisition solve problems readily and therefore need not spend much time on them.
“Children who gain high self-efficacy through skill acquisition solve problems readily and, therefore, need not spend much time on them.”
The paper relies on this without support.
An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.
“An aggregate measure of persistence spanning the entire range of difficulty is not too meaningful because long perseverence times on hard problems are offset by rapid solutions of less difficult ones.”
The paper relies on this without support.
Performances that are readily achieved suggest a higher level of self-ability than do analogous attainments gained through slow, heavy labor.
“Performances that are readily achieved suggest a higher level of self-ability than do analogous attainments gained through slow, heavy labor.”
The paper relies on this without support.
The influence of perceived self-efficacy on perseverence is best revealed on problems that cannot be solved however hard one tries.
“The influence of perceived self-efficacy on perseverence is, of course, best revealed on problems that cannot be solved however hard one tries.”
The paper relies on this without support.
Children who doubt their capabilities quit sooner than those who believe they can eventually master the task should they persevere.
“Children who doubt their capabilities quit sooner than those who believe they can eventually master the task should they persevere.”
The paper relies on this without support.
Research on intrinsic interest has centered primarily on how extrinsic incentives affect high interest when it is already present rather than on how to develop it when it is lacking.
“Research on intrinsic interest has centered primarily on how extrinsic incentives affect high interest when it is already present rather than on how to develop it when it is lacking.”
The paper relies on this without support.
The problem of developing interest when it is lacking presents major challenges, especially when avoidance of activities essential for self-development reflects antipathy arising from repeated failure rather than mere disinterest.
“It is the latter problem that presents major challenges, especially when avoidance of activities essential for self-development reflects antipathy arising from repeated failure rather than mere disinterest.”
The paper relies on this without support.
Judgment of mathematical self-efficacy by children just beginning to understand the requisite cognitive skills is no simple matter.
“Judgment of mathematical self-efficacy by children just beginning to understand the requisite cognitive skills is no simple matter.”
The paper relies on this without support.
With very brief exposure to sample items, it is hard to discriminate among different levels of task difficulty.
“With very brief exposure to sample items, it is hard to discriminate among different levels of task difficulty.”
The paper relies on this without support.
The complexity of some of the subtractive operations is not instantly apparent from what is most readily observable.
“This is because the complexity of some of the subtractive operations is not instantly apparent from what is most readily observable.”
The paper relies on this without support.
When complex operations are imbedded in seemingly easy problems, appearances can be quite misleading.
“When complex operations are imbedded in seemingly easy problems, which is often the case, appearances can be quite misleading.”
The paper relies on this without support.
Solving problems typically requires applying multiple operations.
“Moreover, solving problems typically requires applying multiple operations.”
The paper relies on this without support.
Judgment of personal capabilities for a given type of task is complicated if some of the constituent operations are thoroughly mastered and others are only partially understood.
“Even if they were readily recognizable, judgment of personal capabilities for a given type of task is complicated if some of the constituent operations are thoroughly mastered and others are only partially understood.”
The paper relies on this without support.
Selective attention to mastered elements highlights competencies, whereas focus on what is less well understood highlights shortcomings.
“Selective attention to mastered elements highlights competencies; whereas focus on what is less well understood highlights shortcomings.”
The paper relies on this without support.
Even equal attentiveness to all aspects of the task will produce some variance in judgments of self-efficacy, depending on how much weight is given to the differentially mastered operations.
“Even equal attentiveness to all aspects of the task will produce some variance in judgments of self-efficacy, depending on how much weight is given to the differentially mastered operations.”
The paper relies on this without support.
The evaluative standards against which ongoing performances are appraised constitute an additional factor that determines how well people judge their capabilities.
“The evaluative standards against which ongoing performances are appraised constitute an additional factor that determines how well people judge their capabilities.”
The paper relies on this without support.
Performances that draw on only a few skills reduce the likelihood of overestimating personal capabilities by overweighting a mastered subpart.
“Performances that draw on only a few skills reduce the likelihood of overestimating personal capabilities by overweighting a mastered subpart.”
The paper relies on this without support.
In activities that depend on diverse subskills, knowledge of some of them, especially the more directly observable ones, raises the level of assurance that one might be able to perform successfully.
“In activities that depend on diverse subskills, knowledge of some of them, especially the more directly observable ones, raises the level of assurance that one might be able to perform successfully.”
The paper relies on this without support.
When progress is gauged against distal goals, similar accomplishments may prove disappointing because of wide disparities between current performance and lofty future standards.
“When progress is gauged against distal goals, similar accomplishments may prove disappointing because of wide disparities between current performance and lofty future standards.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“However, for many procrastinators, most tasks and assignments that need completion will probably be experienced as unrewarding, war-ranting treatment interventions that specifically target the value of performing the correct actions (Bandura & Schunk, 1981).”
From Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure (2014) · cites this paper as Bandura & Schunk, 1981
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“as Bandura and Schunk (1981) concluded, self-motivation can best be created and sustained by attainable sub-goals that lead to larger goals”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Bandura and Schunk (1981)
The cited source says what the claim attributes to it.
In the citing paper
“The higher self-efficacy, the more likely we will take on a task (Bandura and Schunk, 1981).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Bandura and Schunk, 1981
In the citing paper
“Such facets of co-creation will likely nurture intrinsic motivation26, which is constructive for the development of self-efficacy30.”
From Establishing the importance of co-creation and self-efficacy in creative collaboration with artificial intelligence (2024) · cites this paper as [30]
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Inconsistent p-value across alpha = .05: r(8) = .61,p < .001
MajorThe paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .061 (two-tailed). The two fall on opposite sides of alpha = .05. The check cannot tell whether the statistic or the p-value is the misprint.
Reported p < .001 · recomputed p = .061
“r(8) = .61,p < .001”
p-value fits an unstated one-tailed test: r(18) = .39,p < .05
MinorThe paper reports p < .05 here; recomputing from the test statistic and its degrees of freedom gives p = .089 (two-tailed). The reported value is what a one-tailed test gives, but the paper does not say near this result that a one-tailed test was used.
Reported p < .05 · recomputed p = .089
“r(18) = .39,p < .05”
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upr(8) = 0.61reported p < .001 · recomputed p = .061The two fall on opposite sides of .05
“r(8) = .61,p < .001”
- Doesn’t add upr(18) = 0.39reported p < .05 · recomputed p = .089
“r(18) = .39,p < .05”
- Not confirmedr(28) = 0.42reported p < .01 · recomputed p = .021
“r(28) = .42,p < .01”
- Not confirmedr(28) = 0.32reported p < .05 · recomputed p = .085
“r(28) = .32,p < .05”
- Not confirmedr(28) = 0.33reported p < .05 · recomputed p = .075
“r(28) = .33,p < .05”
- Not confirmedr(38) = 0.49reported p < .001 · recomputed p = .001
“r(38)= .49,p < .001”
- Not confirmedr(28) = 0.4reported p < .025 · recomputed p = .029
“r(28) = .40,p < .025”
- Not confirmedr(28) = 0.25reported p < .1 · recomputed p = .183
“r(28) = .25,p < .10”
- Not confirmedr(8) = 0.63reported p = .025 · recomputed p = .051
“r(8) = .63,p = .025”
- Not confirmedr(38) = 0.27reported p < .05 · recomputed p = .092
“r(38) = .27,p < .05”
- ConsistentF(3, 36) = 10.13reported p < .001 · recomputed p < .001
“F(3, 36) = 10.13,p < .001”
- ConsistentF(6, 72) = 5.96reported p < .001 · recomputed p < .001
“F(6, 72) = 5.96, p < .001”
- ConsistentF(3, 36) = 12.8reported p < .001 · recomputed p < .001
“F(3, 36) = 12.80, p < .001”
- ConsistentF(3, 36) = 12.55reported p < .001 · recomputed p < .001
“F(3, 36) = 12.55, p < .001”
- ConsistentF(3, 36) = 5.67reported p < .005 · recomputed p = .003
“F(3, 36) = 5.67, p < .005”
- ConsistentF(3, 36) = 3.57reported p < .05 · recomputed p = .023
“F(3, 36) = 3.57, p < .05”
- ConsistentF(1, 27) = 3.94reported p < .1 · recomputed p = .057
“F(1, 27) = 3.94, p < .10”
- ConsistentF(1, 27) = 5.44reported p < .05 · recomputed p = .027
“F(1, 27) = 5.44, p < .05”
- ConsistentF(1, 27) = 3.66reported p < .1 · recomputed p = .066
“F(1, 27) = 3.66, p < .10”
- ConsistentF(1, 27) = 4.67reported p < .05 · recomputed p = .040
“F(1, 27) = 4.67, p < .05”
- ConsistentF(3, 36) = 3.06reported p < .05 · recomputed p = .040
“F(3, 36) = 3.06, p < .05”
- Consistentr(38) = 0.42reported p < .01 · recomputed p = .007
“r(38) = .42,p < .01”
- Consistentr(38) = 0.51reported p < .001 · recomputed p < .001
“r(38) = .51,p < .001”
- Consistentr(38) = 0.58reported p < .001 · recomputed p < .001
“r(38) = .58,p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Self-check results appear here once an independent check has confirmed them.
Citations
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Flagged first, then by citations
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Self‐Regulation in Second Language Learning: An Investigation of the Kanji‐Learning Task
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Theories of depression: The role of goals and the self-evaluation process
Ahrens, A. H. (1987) · Cognitive Therapy and Research · doi:10.1007/bf01176004 · Cited by 54
“For instance, in one study ( Bandura & Schunk, 1981 ),”
BackgroundAkamatsu, D., Nakaya, M., & Koizumi, R. (2019) · Behavioral Sciences · doi:10.3390/bs9120128 · Cited by 68
“The research results obtained on the effects that metacognitive strategies have on the motivational aspect, as discussed above, have been aligned with the finding by Bandura and Schunk, which showed that students that were given proximal goals were more efficacious than students that were provided with distal goals [1…”
ResultEmotion Regulation and Performance
Jones, M. V. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199731763.013.0008 · Cited by 61
Goal-Setting, Self-Efficacy, and Memory Performance in Older and Younger Adults
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“This pattern suggests that the inÑuence of goal setting on the selfevaluations of young adults and children (Bandura & Schunk, 1981 ; Manderlink & Harackiewicz, 1984 ; Schunk, 1983, 1984 ; Stock & Cervone, 1990) can be extended into the domain of memory, at least for the young.”
BackgroundInfluentialWest, R. L., Welch, D. C., & Thorn, R. M. (2001) · Psychology and Aging · doi:10.1037/0882-7974.16.2.240 · Cited by 66
“The goal-setting literature also suggests that goals are correlated with self-efficacy, performance (e.g., Bandura & Schunk, 1981), and control (Schunk, 1991).”
BackgroundAcademic Achievement and Failure in University Studies: Motivational and Emotional Factors
Gilar-Corbi, R., Pozo-Rico, T., Castejón, J.-L., Sánchez, T., Sandoval-Palis, I., & Vidal, J. (2020) · Sustainability · doi:10.3390/su12239798 · Cited by 52
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“A sense of personal competence, or self-efficacy, can be enhanced through the accomplishment of small achievable goals [20,21].”
BackgroundScience games and the development of scientific possible selves
Beier, M. E., Miller, L., & Wang, S. (2012) · Cultural Studies of Science Education · doi:10.1007/s11422-012-9408-0 · Cited by 50
“Moreover, when a person focuses only on distal goals rather than proximal goals and strategies, there is little opportunity for interim rewards throughout goal striving (Bandura and Schunk 1981).”
BackgroundStudents’ beliefs about themselves as mathematics learners
Bonne, L., & Johnston, M. B. (2016) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2016.02.001 · Cited by 68
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Self-efficacy and effort in new venture development
Trevelyan, R. (2011) · Journal of Management & Organization · doi:10.5172/jmo.2011.17.1.2 · Cited by 63
Kitsantas, A., & Baylor, A. L. (2001) · Educational Technology Research and Development · doi:10.1007/bf02504949 · Cited by 50
SELF-REGULATION IN WEB-BASED COURSES A Review and the Need for Research
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Teacher Effectiveness Research: Towards Describing User Friendly Classroom Instruction.
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Self-citationExpectations and Realizations: The Role of Expectancies in Achievement Settings
Marshall, M. A., & Brown, J. D. (2004) · Motivation and Emotion · doi:10.1007/s11031-004-2388-y · Cited by 53
“Although we do not know of any research that has directly tested this hypothesis, Bandura and Schunk (1981) reported that children’s self-efficacy beliefs predicted perseverance on arithmetic problems, and that perseverance was a better predictor of performance on difficult problems than on simple…”
BackgroundUkpong, D. E., & George, I. N. (2013) · International Education Studies · doi:10.5539/ies.v6n3p172 · Cited by 49
“The recent ones include that of Logunmakin (2001), Kumar (2002) and Gbore (2006).”
BackgroundEmployment Satisfaction of University Graduates with Learning Disabilities
Madaus, J. W., Zhao, J., & Ruban, L. M. (2008) · Remedial and Special Education · doi:10.1177/0741932507312012 · Cited by 49
“…and selfsatisfaction) are especially important in employment, as they promote the development of personal standards that can promote and maintain motivation to achieve a set level of performance (Bandura, 1986; Bandura & Schunk, 1981; Lent, Brown, & Hackett, 1994; Panagos & DuBois, 1999).”
BackgroundMarks, J., & Chase, C. C. (2019) · Journal of Engineering Education · doi:10.1002/jee.20294 · Cited by 60
“…on manipulating motivational constructs, such as enhancing students' sense of confidence or self-efficacy for the task at hand (Bandura, 1977; Bandura & Schunk, 1981), changing students' underlying beliefs about their intelligence (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 2013),…”
BackgroundGoodale, J. C., Koerner, M. M., & Roney, J. L. (1997) · Journal of Quality Management · doi:10.1016/s1084-8568(97)90003-1 · Cited by 49
Global Versus Task-Specific Measures of Self-Efficacy
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Kirschenbaum, D. S. (1985) · Cognitive Therapy and Research · doi:10.1007/bf01173004 · Cited by 50
“However, recent and seemingly conflicting findings (e.g., Bandura & Schunk, 1981; Bandura & Simon, 1977, vs. Kirschenbaum, Humphrey, & Malett, 1981; Kirschenbaum, Malett, Humphrey, & Tomarken, 1982; Kirschenbaum, Tomarken, & Ordman, 1982) have raised perplexing questions about the parameters that determine the effects…”
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Wu, X., Lowyck, J., Sercu, L., & Elen, J. (2012) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2011.02061.x · Cited by 50
“Students with higher self-efficacy beliefs have been proven to willingly undertake challenging tasks (Bandura & Schunk, 1981).”
BackgroundConnecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education
Prilop, C. N., Weber, K. E., Prins, F. J., & Kleinknecht, M. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101062 · Cited by 57
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Constructing self-efficacy in STEM graduate education
Charleston, L. J., & Leon, R. A. (2016) · Journal for Multicultural Education · doi:10.1108/jme-12-2015-0048 · Cited by 50
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“According to Bandura and Schunk (1981), students’ selfefficacy, intrinsic interest, and persistence mediate the proximal goal effect.”
BackgroundMotivating landowners to recruit neighbors for private land conservation
Niemiec, R. M., Willer, R., Ardoin, N. M., et al. (2019) · Conservation Biology · doi:10.1111/cobi.13294 · Cited by 48
“…others (Lewin 1947; Lokhorst et al. 2013); facilitating model landowner development of community-specific collective goals related to conservation (Bandura & Schunk 1981; Mitkidis et al. 2013); and increasing visibility of model landowners’ contributions to conservation after the outreach…”
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“Previous research indicates that individuals with low self-efficacy tend to give up under adversity (Bandura & Schunk, 1981).”
BackgroundMethodStith, J. S., Butterfield, W. H., Strube, M. J., Deusinger, S. S., & Gillespie, D. F. (1998) · Physical Therapy · doi:10.1093/ptj/78.6.635 · Cited by 47
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“When professionals perceive a high self-efficacy, their motivation, performance and wellbeing may increase due to increased effort and greater persistence [121,122].”
BackgroundSelf-regulatory processes within and between diverse goals: The multiple goals regulation framework
Kim, Y., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2023) · Educational Psychologist · doi:10.1080/00461520.2022.2158828 · Cited by 47
“Moreover, setting sub-goals can serve as an effective motivational tool for students to enhance self-efficacy, intrinsic interest, and competence (Bandura & Schunk, 1981; Latham & Locke, 2007).”
BackgroundThe role of clinical judgements of modifiability in the diagnosis of language impairment
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“For example, children who expect to do well on math problems will tend to do well, and they will also persist on more difficult items in comparison to children who do not expect to do well to begin with (Bandura & Schunk, 1981).”
BackgroundGaining Insight to Transfer of Training through the Lens of Social Psychology.
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Exposure to information increases motivation to learn more
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“Research shows that individuals display higher levels of intrinsic motivation when exposed to pre-set goals [18] and the need for competence plays a mediating role in this process [3].”
BackgroundDevelopment and validation of the Self‐Gifting Consumer Behaviour scale
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“Judgments about one's ability to be successful at an activity influence whether that activity will be sought or avoided, how much effort is put forth on it, and how long the individual will persist at it (Bandura & Schunk, 1981; Schunk, 1984).”
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METHODS OF SUCCESSFUL LEARNING IN ENVIRONMENTAL EDUCATION
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BEHAVIORAL EFFECTS OF SELF‐SET GOALS FOR DIFFERENT TIME RANGES
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Desirable Characteristics of Learning Companions
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“Learners' self-efficacy in the learning tasks was measured with a one-item question developed according to the guidelines by Bandura and Schunk (1981).”
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“Motivation in Gifted Students Motivation, self-efficacy, individual stress levels, and academic self-belief are all important factors leading to performance across different levels of intellectual ability (Bandura and Schunk, 1981; Zimmerman, 2000; Pajares, 2003).”
BackgroundDevelopment and test of a model of interdisciplinary competencies
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“Additionally, there is evidence that perceived proficiency generates greater interest in a field or activity (Bandura & Schunk, 1981).”
BackgroundSelf‐leadership: a cross‐cultural perspective
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“As to motivational strategies, a goal's specificity and proximity are seen to influence the effectiveness of self-leading during goal striving behaviors ( Bandura and Schunk, 1981”
BackgroundNeuville, S., Frenay, M., Schmitz, J., Boudrenghien, G., Noël, B., & Vincent Wertz, B. (2007) · Psychologica Belgica · doi:10.5334/pb-47-1-31 · Cited by 52
Lincoln, C. R., Russell, B. S., Donohue, E., & Racine, L. E. (2016) · Journal of Child and Family Studies · doi:10.1007/s10826-016-0561-z · Cited by 46
“…extrinsic standards of conduct, comply with the undesirable requests of authority figures, and appropriately modulate their emotions in the face of particularly intense or negative emotional stimuli (Bandura 1977a, Bandura and Schunk 1981, Kochanska 1993; Kochanska 1995; Zhou et al. 2007).”
Shin, W. (2018) · Journal of Children and Media · doi:10.1080/17482798.2018.1486331 · Cited by 44
“This finding substantiates what the self-efficacy research suggests: self-efficacy motivates an individual to engage in a behavior even in the face of challenges or barriers (Bandura & Schunk, 1981).”
BackgroundResultGulz, A., Haake, M., & Silvervarg, A. (2011) · Lecture notes in computer science · doi:10.1007/978-3-642-21869-9_16 · Cited by 44
“Statements for i) and ii) were developed based on [22], the self-efficacy measurement according to guidelines from [ 23 ].”
MethodPartin, M. L., & Haney, J. J. (2012) · Learning Environments Research · doi:10.1007/s10984-012-9102-x · Cited by 45
The Motivational Complexity of Choosing: A Review of Theory and Research
Patall, E. A. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195399820.013.0015 · Cited by 52
Organizational Behavior: The Central Role of Motivation
Evans, M. G. (1986) · Journal of Management · doi:10.1177/014920638601200205 · Cited by 44
Strategy Self-Verbalization During Remedial Listening Comprehension Instruction
Schunk, D. H., & Rice, J. M. (1984) · The Journal of Experimental Education · doi:10.1080/00220973.1984.10806361 · Cited by 44
“Children's perceived self-efficacy for successfully answering listening comprehension questions was measured following procedures developed earlier (Bandura & Schunk, 1981; Schunk, 1981, 1982).”
MethodSelf-citationGetting interested: Developing a sustainable source of motivation to learn a new language at school
Fryer, L. K. (2019) · System · doi:10.1016/j.system.2019.102120 · Cited by 50
Liao, C. H., Chiang, C., Chen, I.-C., & Parker, K. R. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-022-00347-5 · Cited by 61
“The concept postulates that an individual’s achievement relies on interactions among one’s behaviors, personal factors (e.g., thoughts, beliefs), and environmental conditions (Bandura, 2006; Bandura & Schunk, 1981).”
BackgroundThe effects of cognitive dissonance and self-efficacy on short video discontinuous usage intention
Chen, T., Li, X., & Duan, Y. (2023) · Information Technology and People · doi:10.1108/itp-08-2022-0634 · Cited by 51
Calafato, R. (2023) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-023-00194-5 · Cited by 83
“SEB, meanwhile, are “people’s judgment of their capabilities to organize and execute courses of action required to attain designated types of performances” (Bandura & Schunk, 1981, p. 31).”
BackgroundSuccessful development of generic capabilities in an undergraduate medical education program
McNeil, H. P., Scicluna, H. A., Boyle, P. M., Grimm, M., Gibson, K., & Jones, P. D. (2011) · Higher Education Research & Development · doi:10.1080/07294360.2011.559194 · Cited by 43
“Support for this argument is reflected in various lines of research concerned with student motivation and engagement with their learning (e.g. Bandura & Schunk, 1981; Coates, 2005; Diseth, 2007; Kember & Leung, 2005).”
BackgroundChen, L.-Y., Hsiao, B., Chern, C.-C., & Chen, H. (2014) · Computers in Human Behavior · doi:10.1016/j.chb.2014.03.025 · Cited by 43
Motivational influences on school‐prompted interest
Ciani, K. D., Ferguson, Y. L., Bergin, D. A., & Hilpert, J. C. (2010) · Educational Psychology · doi:10.1080/01443411003660232 · Cited by 47
“For instance, young children who are high in perceived efficacy in their ability to solve mathematics problems are simultaneously high in interest towards solving mathematics problems on their own (Bandura & Schunk, 1981).”
BackgroundCornelius, M., Armel, K. C., Hoffman, K. L., Allen, L. H., Bryson, S. W., Desai, M., & Robinson, T. N. (2013) · Energy Efficiency · doi:10.1007/s12053-013-9219-5 · Cited by 49
Cassady, J. C., & Finch, W. H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01141 · Cited by 51
Examining the Unique Effects of Multiple Motivational Sources on Task Performance
Callahan, J. S., Brownlee, A. L., Brtek, M. D., & Tosi, H. L. (2003) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2003.tb02778.x · Cited by 43
An exploratory study of nursing and medical students health promotion counselling self-efficacy
Laschinger, H. K. S., & Tresolini, C. P. (1999) · Nurse Education Today · doi:10.1054/nedt.1999.0326 · Cited by 43
Finding fulfillment: women's self-efficacy beliefs and career choices in chemistry
Kowalske, M. G., & Bodner, G. M. (2011) · Chemistry Education Research and Practice · doi:10.1039/c1rp90050a · Cited by 43
Rodríguez, C. C., Buunk, A. P., Dijkstra, A., & Silla, J. M. P. (2008) · European Psychologist · doi:10.1027/1016-9040.13.3.188 · Cited by 44
“…individuals do not set personal goals of which they estimate they cannot reach them, and those high in self-efficacy are relatively more likely to attain the goals they aim for (Bandura, 1977, 1982; Bandura & Schunk, 1981; Brown & Inouye, 1978; Schunk, 1981; Weinberg, Gould & Jackson, 1979).”
BackgroundSadi, Ö., & Dağyar, M. (2015) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/eurasia.2015.1375a · Cited by 43
“Moreover, Zimmerman (2000), Bandura and Schunk (1981) define self-efficacy as individuals’ judgment of their capabilities to organize and execute courses of action required to attain designated goals and types of performance.”
BackgroundMiller, A., & Hom, H. L. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.3.539 · Cited by 45
Learning by Thinking: How Reflection Aids Performance
Di Stefano, G., Pisano, G., & Staats, B. R. (2015) · Academy of Management Proceedings · doi:10.5465/ambpp.2015.12709abstract · Cited by 42
“For instance, prior research has demonstrated that self-efficacious students select more challenging tasks (Bandura and Schunk, 1981), exert more effort (Schunk and Hanson, 1985; Schunk, Hanson, and Cox, 1987), and have less adverse reactions when faced with difficulties (Bandura, 1997).”
MethodEscaping Paternalism: Rationality, Behavioral Economics, and Public Policy
Rizzo, M. J., & Whitman, G. (2019) · Cited by 42
Wild, M. G., Wallston, K. A., Green, J. A., Beach, L. B., Umeukeje, E. M., Nunes, J. A. W., Ikizler, T. A., Steed, J. M., & Cavanaugh, K. L. (2017) · Kidney International · doi:10.1016/j.kint.2017.03.018 · Cited by 43
“Perhaps in part due to construct validation concerns,(37) generalized self-efficacy has not been the construct of choice for most studies investigating self-efficacy in health care settings.(38) It should also be”
BackgroundPrabhu, R., Miller, S. R., Simpson, T. W., & Meisel, N. A. (2019) · Journal of Mechanical Design · doi:10.1115/1.4045127 · Cited by 43
Vivekananda‐Schmidt, P., Lewis, M., HASSELL, A. B., Coady, D., Walker, D., Kay, L., McLean, M., Haq, I., & Rahman, A. (2007) · Medical Education · doi:10.1111/j.1365-2929.2007.02712.x · Cited by 42
Cobb, J. R. (2003) · VTechWorks (Virginia Tech) · Cited by 42
Perception, Attitude, and Student Awareness in Working on Online Tasks During the Covid-19 Pandemic
Maison, M., Kurniawan, D. A., & Anggraini, L. (2021) · Jurnal Pendidikan Sains Indonesia · doi:10.24815/jpsi.v9i1.18039 · Cited by 44
“According to Bandura & Schunk (1981), mutually deterministic personality structures place all things interacting; the center is a self-system that refers to cognitive structures and then guides the mechanisms and functions of perception, evaluation, and behavior regulation.”
BackgroundLens, W. (2005) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47676-2_2 · Cited by 45
“Persistent striving towards long-term goals will be facilitated by formulating a series of such short-term subgoals, leading to the (provisional) final goal in the more distant future ( Bandura & Schunk, 1981; Bandura & Simon, 1977).”
BackgroundChatterjee, J. S., Bhanot, A., Frank, L. B., Murphy, S. T., & Power, G. (2009) · International journal of communication · Cited by 41
Links between preschoolers' literacy interest, inattention, and emergent literacy skills
Hume, L. E., Allan, D. M., & Lonigan, C. J. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.12.006 · Cited by 50
Wilcox, G., & Nordstokke, D. (2019) · Canadian Journal of Higher Education · doi:10.47678/cjhe.v49i1.188230 · Cited by 64
Drug Offenders’ Perceptions of Motivation
Gideon, L. (2009) · International Journal of Offender Therapy and Comparative Criminology · doi:10.1177/0306624x09333377 · Cited by 41
“…programs (Batchelder & Douglas, 2002), measuring drinking outcomes for alcoholic men (McKay, Masito, & O’Farrel, 1993), and other issues (see Bandura & Schunk, 1981; Burling, Reilly, Moltzen, & Ziff, 1989; El-Bassel, Ivanoff, Schilling, Borne, & Louisa, 1997; Laws, 1999; Lee, 1984;…”
Ylönen, A., & Norwich, B. (2012) · European Journal of Special Needs Education · doi:10.1080/08856257.2012.678664 · Cited by 41
Educational Theory, Practice, and Policy and the Wisdom of Social Psychology
Cohen, G. L., & Garcia, J. (2014) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732214551559 · Cited by 45
“In one study, two groups of children with a history of poor performance in math took a seven-session, self-directed math-learning program over several days (Bandura & Schunk, 1981).”
BackgroundDoes self-confidence link to motivation? A study in field hockey athletes
Sarı, İ., Ekici, S., Soyer, F., & Eskiler, E. (2015) · Journal of Human Sport and Exercise · doi:10.14198/jhse.2015.101.03 · Cited by 39
“They concluded that self-perceptions of moderate to high strength were positively related to interest (Bandura & Schunk, 1981).”
BackgroundLow numeracy is associated with poor financial well-being around the world
de Bruin, W. B., & Slovic, P. (2021) · PLoS ONE · doi:10.1371/journal.pone.0260378 · Cited by 31
“Among American school children who had shown deficits and disinterest in mathematics, setting proximal achievable goals improved self-efficacy and numeracy performance [36].”
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
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