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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Self-citationKytle, J., & Bandura, A. (1978) · Contemporary Sociology · doi:10.2307/2065952 · Cited by 25,422
Self-citationSelf-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
Self-citationDeci, E. L. (1975) · doi:10.1007/978-1-4613-4446-9 · Cited by 2,911
Toward a theory of task motivation and incentives
Locke, E. A. (1968) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(68)90004-4 · Cited by 2,409
New directions in attribution research
Harvey, J. H., Ickes, W. J., & Kidd, R. F. (1976) · Medical Entomology and Zoology · Cited by 1,994
Cognitive processes mediating behavioral change.
Bandura, A., Adams, N. E., & Beyer, J. (1977) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.35.3.125 · Cited by 1,392
Self-citationAnalysis of self-efficacy theory of behavioral change
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Self-citationDissonance processes as self-affirmation.
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Modeling and attributional effects on children's achievement: A self-efficacy analysis.
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Self-citation
Research works printed but not linked: 3
- [5]5. Bandura, A. The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (Vol.
- [6]6. Hillsdale, N.J.: Erlbaum, in press.
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Cited by
Sorted by citations
Items 701–800 of 2,552
Adolescents with Learning Disabilities
Ellis, E. S., & Friend, P. (1991) · Elsevier eBooks · doi:10.1016/b978-0-12-762530-0.50024-2 · Cited by 40
Scott, W. D., Dearing, E., Reynolds, W. R., Lindsay, J. E., Baird, G. L., & Hamill, S. K. (2008) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2008.00564.x · Cited by 45
“For instance, Bandura and Schunk (1981) found that possessing high efficacy judgments for a mathematical task was associated with greater intrinsic interest for that task.”
BackgroundGonzales, R. D. (2010) · SSRN Electronic Journal · doi:10.2139/ssrn.2746312 · Cited by 43
Hazley, M. P., & Kiewra, K. A. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9214-y · Cited by 39
Boulden, D. C., Rachmatullah, A., Oliver, K. M., & Wiebe, E. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10487-2 · Cited by 40
Enhancing patient compliance with health recommendations
Rosenstock, I. M. (1988) · Journal of Pediatric Health Care · doi:10.1016/0891-5245(88)90169-1 · Cited by 39
The Role of Anxiety in Career Indecisiveness
KAPLAN, D. M., & Brown, D. (1987) · The Career Development Quarterly · doi:10.1002/j.2161-0045.1987.tb00786.x · Cited by 37
The jigsaw technique and self-efficacy of vocational training students: a practice report
Darnon, C., Buchs, C., & Desbar, D. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-011-0091-4 · Cited by 50
“Thus, providing students with the opportunity to experiencemastery, for example, by starting with moderately challenging tasks (Margolis and McCabe 2006) or by providing proximal goals (Bandura and Schunk 1981) is an effective way to enhance self-efficacy.”
BackgroundHansen, J., & Wänke, M. (2009) · Social Cognition · doi:10.1521/soco.2009.27.1.76 · Cited by 38
Kim, P., Gazzoli, G., Qu, H., & Kim, C. (2016) · Journal of Hospitality Marketing & Management · doi:10.1080/19368623.2015.1034826 · Cited by 37
“According to Bandura and Schunk (1981) a sense of personal efficacy in mastering challenges generates greater interest in the activity.”
BackgroundPreliminary Study of Fear of Re-Injury following Sport-Related Concussion in High School Athletes
Anderson, M. N., Womble, M. N., Mohler, S. A., Said, A., Stephenson-Brown, K., Kontos, A. P., & Elbin, R. J. (2019) · Developmental Neuropsychology · doi:10.1080/87565641.2019.1667995 · Cited by 38
“Previous experience has been identified as one of the primary predictors of self-efficacy (Bandura & Schunk, 1981) and this may explain why a history of concussion was not significantly related to TSK scores.”
BackgroundAttitudes of Academic Staff Towards their Job and Organisation: An Empirical Assessment
Capelleras, J. (2005) · Tertiary Education and Management · doi:10.1007/s11233-005-0346-1 · Cited by 38
A National Perspective on Teachers' Efficacy Beliefs in Deaf Education
Garberoglio, C. L., Gobble, M. E., & Cawthon, S. W. (2012) · The Journal of Deaf Studies and Deaf Education · doi:10.1093/deafed/ens014 · Cited by 38
How Good a Shopper Am I? Conceptualizing Teenage Girls' Perceived Shopping Competence
Mallalieu, L., & Palan, K. M. (2006) · Cited by 38
Self-efficacy, Motivational Email, and Achievement in an Asynchronous Math Course
Hodges, C. B. (2008) · Journal of Computers in Mathematics and Science Teaching · Cited by 36
Lee, C. (1983) · Behaviour Research and Therapy · doi:10.1016/0005-7967(83)90203-6 · Cited by 39
Pan, B., Fan, S., Wang, Y., & Li, Y. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.973103 · Cited by 46
“Self-efficacy is a self-judgment of a person’s ability to perform tasks in a particular domain (Bandura, 2010), and is a sense of efficiency, competence, and ability to cope with life (Bandura and Schunk, 1981).”
BackgroundSmall Victories: Creating Intrinsic Motivation in Task Completion and Debt Repayment
Brown, A. L., & Lahey, J. (2015) · Journal of Marketing Research · doi:10.1509/jmr.14.0281 · Cited by 43
“The idea is closely aligned with the concept of “selfefficacy” in social-cognitive theory (Bandura 1977, 1986).”
BackgroundMethodStolp, S., & Zabrucky, K. M. (2009) · lnternational Electronic Journal of Elementary Education · Cited by 37
Reading to write: Self‐regulated learning strategies when writing essays from sources
Risemberg, R. (1996) · Reading Research and Instruction · doi:10.1080/19388079609558221 · Cited by 37
Effects of Goal Setting on Task Performance of Persons with Mental Retardation
Copeland, S. R., & Hughes, C. (2002) · Education and training in mental retardation and developmental disabilities · doi:10.1177/215416470203700105 · Cited by 37
“Previ ous researchers have suggested that the type of goal (short-or long-term) may affect task performance (e.g., Bandura & Schunk, 1981).”
Parental Self‐Efficacy and Asthma Self‐Management Skills
Hanson, J. (1998) · Journal for Specialists in Pediatric Nursing · doi:10.1111/j.1744-6155.1998.tb00222.x · Cited by 37
Students' Characteristics and Motivation Orientations for Online and Traditional Degree Programs
Stewart, C., Bachman, C., & Johnson, R. (2010) · Cited by 36
khodadad, M., & Kaur, J. (2016) · 3L The Southeast Asian Journal of English Language Studies · doi:10.17576/3l-2016-2203-08 · Cited by 38
“Learners' self-beliefs to learn an L2 are significant determinants of their effort, persistence, and learning behaviors (Bandura & Schunk 1981).”
BackgroundZheng, C., Liang, J., & Tsai, C. (2017) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-017-0352-3 · Cited by 41
“Academic self-efficacy indicates learners’ awareness of their capabilities to achieve designated tasks (e.g. Bandura 1986; Bandura and Schunk 1981).”
Motivação e Autorregulação da Motivação no Contexto Educativo
Bzuneck, J. A., & Boruchovitch, E. (2016) · Psicologia · doi:10.21826/2179-58002016727584 · Cited by 37
Chin, D., & Kameoka, V. A. (2002) · Hispanic Journal of Behavioral Sciences · doi:10.1177/0739986302238214 · Cited by 36
“Self-efficacy has been shown to be an important mediator between skills or other self-beliefs and subsequent performance (Bandura, 1982; Bandura & Schunk, 1981; Bouffard-Bouchard, Parent, & Larivee, 1991) in many contexts, including educational development (Zimmerman, 1995), clinical problems…”
BackgroundEfficacy expectations and outcome expectations as predictors of performance in a snake-handling task
Lee, C. (1984) · Cognitive Therapy and Research · doi:10.1007/bf01173288 · Cited by 36
The Impact of Stock Purchase Plan Participation on Workers’ Individual Cash Compensation
Renaud, S., St‐onge, S., & MAGNAN, M. L. (2003) · Industrial Relations A Journal of Economy and Society · doi:10.1111/j.0019-8676.2004.00321.x · Cited by 35
Busse, V., Graham, S., Müller, N., & Utesch, T. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1130149 · Cited by 50
“This can occur for a variety of reasons, including misperceptions by students of the demands of writing, inability to accurately assess their own capabilities, or purposefully overestimating capabilities for protective reasons (Bandura and Schunk, 1981).”
BackgroundRosenberg‐Kima, R. B., Baylor, A. L., Plant, E. A., & Doerr, C. E. (2007) · Lecture notes in computer science · doi:10.1007/978-3-540-77006-0_27 · Cited by 37
“In particular, observing a social model who is similar to oneself perform a behavior provides people with information relevant to their likely self-efficacy for similar behaviors [ 5 ].”
BackgroundYou, S., Lim, S. A., No, U., & Dang, M. (2015) · Educational Psychology · doi:10.1080/01443410.2015.1025705 · Cited by 41
“Numerous studies have examined the relation between academic self-efficacy and academic achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Bandura & Schunk, 1981; Bong et al., 2008; Caprara et al., 2008; Multon et al., 1991; Pajares, 1996; Pintrich & De Groot, 1990; Schunk, 1989).”
BackgroundMedeiros, P. C., Loureiro, S. R., Linhares, M. B. M., et al. (2003) · Estudos de Psicologia (Natal) · doi:10.1590/s1413-294x2003000100011 · Cited by 35
Normative Characteristics of Perceived Self-Efficacy
Gangloff, B., & Mazilescu, C.-A. (2017) · Social Sciences · doi:10.3390/socsci6040139 · Cited by 36
“…a moderate challenge, not too difficult to achieve over a short period of time, rather than distal objectives, formulated in a general manner and distant in time, or rather than no objectives at all (Bandura and Cervone 1983; Bandura and Schunk 1981; Morgan 1985; Schunk 1985; Schunk 1989).”
BackgroundCheng, A., & Lee, C. (2018) · System · doi:10.1016/j.system.2018.06.001 · Cited by 35
Villacorta, K. D. V., Oliveira, P. R., & Soubeyran, A. (2013) · Journal of Optimization Theory and Applications · doi:10.1007/s10957-013-0392-7 · Cited by 35
“This has introduced a lot of confusion in this literature, because, in Psychology [31, 32] an aspiration level is defined as a distal goal (cid:22) g (dream, vision, wish), which is very different from a satisficing level (cid:21) g ≤ (cid:22) g which is a proximal goal.”
BackgroundFrom IT Addiction to Discontinued Use: A Cognitive Dissonance Perspective
Vaghefi, I., & Qahri‐Saremi, H. (2017) · Hawaii International Conference on System Sciences (HICSS) · doi:10.24251/hicss.2017.681 · Cited by 36
Learner interest and achievement motivation
Renninger, K. A., Bachrach, J. E., & Posey, S. K. E. (2008) · Advances in motivation and achievement · doi:10.1016/s0749-7423(08)15014-2 · Cited by 37
Undergraduate nursing students' health promotion counselling self‐efficacy
Spence, H. K. (1996) · Journal of Advanced Nursing · doi:10.1046/j.1365-2648.1996.01645.x · Cited by 35
A social-cognitive, attributional model of personal goals: An empirical evaluation
Mone, M. A., & Baker, D. D. (1992) · Motivation and Emotion · doi:10.1007/bf00992969 · Cited by 34
“in self-regulation (Bandura & Cervone, 1983, 1986; Bandura & Schunk, 1981; Campion & Lord, 1982; Carver & Scheier, 1981; Hollenbeck, 1989; Hollenbeck & Brief, 1987; Kernan & Lord, 1991; Locke, 1976).”
Dörnyei, Z., & Henry, A. (2022) · Advances in motivation science · doi:10.1016/bs.adms.2021.12.003 · Cited by 49
Development and validation of scales for speaking self-efficacy: Constructs, sources, and relations
Wang, Y., & Sun, P. P. (2024) · PLoS ONE · doi:10.1371/journal.pone.0297517 · Cited by 51
Generation Z and Indonesian Social Commerce: Unraveling key drivers of their shopping decisions
Huwaida, L. A., Yusuf, A., Satria, A. N., Darmawan, M. A., Ammar, M. F., Yanuar, M. W., Hidayanto, A. N., & Yaiprasert, C. (2024) · Journal of Open Innovation Technology Market and Complexity · doi:10.1016/j.joitmc.2024.100256 · Cited by 147
Tavakoli, H. (2016) · Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras · doi:10.30827/digibug.53893 · Cited by 34
Liu, Y.-C., & Hung, Y. Y. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.07.018 · Cited by 38
“People with strong self-efficacy beliefs exert more effort to overcome challenges while those with weak self-efficacy beliefs are likely to reduce their effort or even quit (Bandura & Schunk, 1981; Brown & Inouye, 1978).”
BackgroundDualistic Passion for Work and Its Impact on Career Outcomes
Lajom, J. A. L., Amarnani, R. K., Restubog, S. L. D., Bordia, P., & Tang, R. L. (2017) · Journal of Career Assessment · doi:10.1177/1069072717723096 · Cited by 39
“Harmoniously passionate individuals are more self-determined and intrinsically regulated, which can promote career self-efficacy through more effective self-regulation and more mastery experiences (Bandura & Schunk, 1981; Deci & Ryan, 2000).”
BackgroundApplying Self-Determination Theory towards Motivating Young Women in Computer Science
Mishkin, A. (2019) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3287324.3287389 · Cited by 35
“Self-efficacy in turn leads to motivation [43], [44].”
BackgroundThe Correlation of Self-Regulation and Motivation With Retention and Attrition in Distance Education
Peck, L., Stefaniak, J. E., & Shah, S. (2019) · Quarterly review of distance education · doi:10.1108/qrde-02-2019-0001 · Cited by 34
Bak, H., & Yi, Y. (2020) · Psychology and Marketing · doi:10.1002/mar.21369 · Cited by 34
Students’ interest and self-efficacy and the impact of changing learning environments
Schweder, S., & Raufelder, D. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102082 · Cited by 47
Goals in Self-Directed Behavior
Schutz, P. A. (1991) · Educational Psychologist · doi:10.1207/s15326985ep2601_4 · Cited by 36
Relationships among properties of college students’ self-set academic goals and academic achievement
Acee, T. W., Cho, Y., Kim, J.-I., & Weinstein, C. E. (2012) · Educational Psychology · doi:10.1080/01443410.2012.712795 · Cited by 40
“…contribute to students’ general well-being (Sheldon & HouserMarko, 2001; Weise & Freund, 2005), positive affect (Diener, Suh, Lucas, & Smith, 1999), self-efficacy, self-regulated learning (Cleary & Zimmerman, 2001) and performance on academic tasks (Bandura & Schunk, 1981; Dresel & Haugwitz, 2008).”
Supporting academic persistence in low‐skilled adult learners
O'Neill, S., & Thomson, M. M. (2013) · Support for Learning · doi:10.1111/1467-9604.12038 · Cited by 34
“Because sense of academic self-efficacy is predictive of persistence (Bandura and Schunk, 1981; Lent et al., 1986; Pajares, 1996), building this up in adult learners is crucial.”
BackgroundReeve, J., Olson, B. C., & Cole, S. G. (1987) · Journal of Research in Personality · doi:10.1016/0092-6566(87)90004-3 · Cited by 33
Social demand for consistency and congruence between self-efficacy and performance
Telch, M. J., Bandura, A., Vinciguerra, P., Agras, A., & Stout, A. L. (1982) · Behavior Therapy · doi:10.1016/s0005-7894(82)80025-7 · Cited by 34
Self-citationWhen antecedents diverge: Exploring novelty and value as dimensions of creativity
Gruys, M. L., Munshi, N. V., & Dewett, T. C. (2011) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2011.01.005 · Cited by 33
A study of agentic self‐efficacy and agentic competence across Britain and the USA
Sadri, G. (1996) · Journal of Management Development · doi:10.1108/02621719610107818 · Cited by 33
Kang, Y. J., & Lee, W. J. (2014) · Service Business · doi:10.1007/s11628-014-0229-y · Cited by 33
“Bandura and Schunk (1981) argued that a sense of self-efficacy in dealing with an activity is likely to increase the level of interest in that activity.”
BackgroundWatanabe-Ito, M., Kishi, E., & Shimizu, Y. (2020) · JMIR mhealth and uhealth · doi:10.2196/17613 · Cited by 35
“In social learning theory, Bandura and Schunk [47] stated that people learn from each other through observation, imitation, and modeling.”
BackgroundInvestigating Factors Influencing the Behavioral Intention of Online Duty-Free Shop Users
Choi, Y., & Park, J.-W. (2020) · Sustainability · doi:10.3390/su12177108 · Cited by 33
“On the other hand, people with high self-efficacy are said to have high confidence in the ability to use the system because they think and act efficiently and actively [43].”
BackgroundIhm, S., Kim, K., Lee, K. J., Won, J. W., Na, J. O., Rha, S., Kim, H., Kim, S., & Shin, J. (2021) · Korean Circulation Journal · doi:10.4070/kcj.2021.0226 · Cited by 36
Adolescent coping in different Chinese family environments.
Hamid, P. N., Yue, X., & Leung, C. M. (2003) · PubMed · Cited by 33
Development intention of support staff in an academic organization in The Netherlands
Renkema, A., Schaap, H., & van Dellen, T. (2009) · Career Development International · doi:10.1108/13620430910933583 · Cited by 33
Development of the Group Leader Self-Efficacy Instrument
Page, B. J., Pietrzak, D. R., & Lewis, T. F. (2001) · The Journal for Specialists in Group Work · doi:10.1080/01933920108415736 · Cited by 33
Self-Efficacy and Interest in the Use of Reading Strategies
McCrudden, M. T., Perkins, P. G., & Putney, L. G. (2005) · Journal of Research in Childhood Education · doi:10.1080/02568540509594556 · Cited by 33
Crystallising experiences among young elite dancers
Pickard, A., & Bailey, R. (2009) · Sport, Education and Society · doi:10.1080/13573320902809047 · Cited by 34
“Conversely, it also seems likely that a significant number of children never fulfil their early promise due to an inadequate or inappropriate social environment (Bandura & Schunk, 1997; Bell & Kozlowski, 2002).”
BackgroundEffects of homework motivation and worry anxiety on homework achievement in mathematics and English
Hong, E., Mason, E., Peng, Y., & Lee, N. (2015) · Educational Research and Evaluation · doi:10.1080/13803611.2015.1131721 · Cited by 33
“…more effort (DiBenedetto & Zimmerman, 2010; Pajares, 1996), demonstrate increased persistence in the face of difficulties (Schunk, 1982; Zimmerman & Ringle, 1981), are willing to engage in challenging tasks (Bandura & Schunk, 1981), and tend to be high achievers (Bandura, 1997; Hong & Aqui, 2004).”
BackgroundThe role of leadership styles on staff ´s job satisfaction in public organizations
Mehrad, A., & Fallahi, B. (2014) · Acta Universitaria · doi:10.15174/au.2014.597 · Cited by 32
Milanovic, M., Ayukawa, E., Usyatynsky, A., Holshausen, K., & Bowie, C. R. (2018) · The Journal of Nervous and Mental Disease · doi:10.1097/nmd.0000000000000804 · Cited by 34
“For example, when challenged with obstacles, individuals who experience immense doubts about their capabilities have a tendency to lessen their efforts or forfeit a task, whereas those who feel a strong sense of self-efficacy will exert more effort (Bandura & Schunk, 1981).”
Doing to being: farming actions in a community coalesce into pro-environment motivations and values
Dutta, D., & Chandrasekharan, S. (2017) · Environmental Education Research · doi:10.1080/13504622.2017.1392485 · Cited by 37
“…in the core committee, I have started feeling responsible … (Source: interview) More generally, the expectations from the community guides one’s perception of self-efficacy, and affect intrinsic task-motivation (Bandura and Schunk 1981; Thomas and Velthouse 1990), in a positive manner in this case.”
BackgroundKuo, Y.-C., & Belland, B. R. (2019) · Journal of Computing in Higher Education · doi:10.1007/s12528-019-09212-3 · Cited by 32
Yip, M. C. W. (2019) · Studies in Higher Education · doi:10.1080/03075079.2019.1695111 · Cited by 32
“Bandura and his colleague reported that students with higher self-efficacy ratings were more willing than students with low self-efficacy to choose and be more persistent in facing challenging tasks (Bandura and Schunk 1981).”
BackgroundHelp-seeking behavior of Native American Indian high school students.
Bee-Gates, D., Howard-Pitney, B., LaFromboise, T. D., et al. (1996) · Professional Psychology Research and Practice · doi:10.1037//0735-7028.27.5.495 · Cited by 32
Am I worth it? Gifting myself with luxury
Kauppinen‐Räisänen, H., Gummerus, J. K., von Koskull, C., Finne, Å., Helkkula, A., Kowalkowski, C., & Rindell, A. (2014) · Journal of Fashion Marketing and Management · doi:10.1108/jfmm-04-2013-0062 · Cited by 35
“The exchange dimension may act as a self-regulatory incentive in order to achieve a specific type of behaviour, such as efficacy, discipline, or self-satisfaction (Bandura & Schunk, 1981).”
BackgroundWanting Ever More: Acquisition Procedure Motivates Continued Reward Acquisition
Zhang, Y., & Gao, L. (2016) · Journal of Consumer Research · doi:10.1093/jcr/ucw017 · Cited by 32
Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction
Hall, A. H. (2016) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2016.1165761 · Cited by 33
“Teachers’ personal beliefs and attitudes toward an academic subject have been linked to how well and how often teachers teach the subject (Bandura & Schunk, 1981; Robinson & Adkins, 2002; Street, 2003).”
BackgroundMotivation Resulting from Completed and Missing Actions
Fishbach, A., Koo, M., & Finkelstein, S. R. (2014) · Advances in experimental social psychology · doi:10.1016/b978-0-12-800284-1.00005-9 · Cited by 33
Bastone, E. C., & Kerns, R. D. (1995) · Annals of Behavioral Medicine · doi:10.1007/bf02888597 · Cited by 31
“Empirical data support such a relationship in predicting anxiety (10), motivation ( 11 ), career choice and development (12), depression (13), and athletic attainments (14).”
BackgroundNiemiec, R. M., Pech, R. P., Norbury, G., & Byrom, A. E. (2017) · Environmental Management · doi:10.1007/s00267-016-0807-y · Cited by 31
“Being assigned and achieving each successive proximal goal may enhance efficacy beliefs, as is suggested by previous social-psychology studies (Bandura and Schunk 1981; Locke and Latham 2002).”
ResultCho, E., Lee, M., & Toste, J. R. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.05.017 · Cited by 31
Wilcox, G., & Nordstokke, D. (2019) · Canadian Journal of Higher Education · doi:10.7202/1060826ar · Cited by 31
“…indicating that students who are organized, precise, and persistent in their approach to work are more likely to believe that they have the skills necessary to complete difficult aspects of coursework, which is an integral component of self-efficacy (Bandura & Schunk, 1981; Di Giunta et al., 2013).”
BackgroundSelf-Regulated Learning (SRL): Emergence of the RSRLM Model.
Nodoushan, M. A. S. (2012) · Cited by 31
Temptation and resistance: An integrated model of consumption impulse formation and enactment
Dholakia, U. M. (2000) · Psychology and Marketing · doi:10.1002/1520-6793(200011)17:11 · Cited by 405
Reichard, R. J., Walker, D. O. H., Putter, S., Middleton, E. D., & Johnson, S. K. (2016) · Journal of Leadership & Organizational Studies · doi:10.1177/1548051816657981 · Cited by 43
“…and assuming responsibility for their own development, such that people with high domain-specific self-efficacy are more likely to challenge themselves in order to acquire new knowledge, skills, and abilities (Bandura, 1982; Bandura & Schunk, 1981; Gist & Mitchell, 1992; Stevens & Gist, 1997).”
BackgroundMotivation and Entrepreneurial Cognition
Shepherd, D. A., & Patzelt, H. (2018) · Springer eBooks · doi:10.1007/978-3-319-71782-1_3 · Cited by 33
Empathetic virtual peers enhanced learner interest and self-efficacy
Kim, Y. A. (2005) · Digital Commons - USU (Utah State University) · Cited by 31
Autoeficácia na formação superior: seu papel preditivo na satisfação com a experiência acadêmica
dos Santos, A. A. A., Zanon, C., & Ilha, V. D. (2019) · Estudos de Psicologia (Campinas) · doi:10.1590/1982-0275201936e160077 · Cited by 30
Feyzioğlu, B. (2019) · Research in Science & Technological Education · doi:10.1080/02635143.2019.1579187 · Cited by 30
“Bandura and Schunk (1981) have argued that the short-term goals provide the highest self-efficacy and motivation when compared to the long-term and general goals.”
BackgroundD’Urso, G., Symonds, J. E., & Pace, U. (2020) · The Journal of Early Adolescence · doi:10.1177/0272431620931199 · Cited by 31
“Here, in line with Bandura’s theory (Bandura, 1993; Bandura & Schunk, 1981), positive feedback from teachers may have encouraged adolescents to rely on their personal abilities, and to develop a more positive sense of self-efficacy in late adolescence.”
BackgroundPortraying Humans as Machines to Promote Health: Unintended Risks, Mechanisms, and Solutions
Weihrauch, A., & Huang, S. (2020) · Journal of Marketing · doi:10.1177/0022242920974986 · Cited by 32
The effect of information gap and uncertainty on curiosity and its resolution
Singh, A., & Manjaly, J. A. (2021) · Journal of Cognitive Psychology · doi:10.1080/20445911.2021.1908311 · Cited by 29
“…and a few on humans have shown, as one approaches a goal state, there is an increase in the effort expended (typically, physical) in attaining the goal, indicating higher motivation the closer one is to achieving one’s goals (Bandura & Schunk, 1981; Förster et al., 2001; Humphrey et al., 2004).”
BackgroundDiNapoli, J. (2023) · Education Sciences · doi:10.3390/educsci13040402 · Cited by 68
“Bandura and Schunk [55] explored the effects of encouraged goal structures in an elementary-age self-directed mathematics learning environment.”
BackgroundThinking Inside the Box: Self-Efficacy of Women in Engineering*
Shull, P. J., & Weiner, M. D. (2002) · International journal of engineering education · Cited by 30
Gutman, L. M., & Schoon, I. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-591-3_9 · Cited by 41
Lindemann-Mathies, P., Remmele, M., & Yli‐Panula, E. (2017) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.12 · Cited by 30
“Because perceived competence is a significant determinant of a person’s intrinsic motivation and actual competence to carry out future tasks (Bandura & Schunk, 1981; Losier & Vallerand, 1994), participants were further asked to estimate their competence in identifying plants/animals on five-step…”
BackgroundKumar (1999) · International Negotiation · doi:10.1163/15718069920848372 · Cited by 30
“Goals are also seen as being embedded in hierarchies, with every goal having different sub-goals nested within it. Sub-goals tend to enhance motivation insofar as they appear to be less difficult to achieve (e.g., Bandura and Schunk 1981 ).”
BackgroundWilliams, J. E. (1994) · Psychology in the Schools · doi:10.1002/1520-6807(199407)31:3 · Cited by 30
Hasan, M., Hatidja, S., Abd Rasyid, R., Nurjanna, N., Walenta, A. S., Tahir, J., & Haeruddin, M. I. M. (2020) · Journal of Entrepreneurship and Sustainability Issues · doi:10.9770/jesi.2020.8.1(37 · Cited by 29
Willems, P. P., Gonzalez-DeHass, A. R., Powers, J. R., & Musgrove, A. (2021) · Educational Technology Research and Development · doi:10.1007/s11423-021-09972-9 · Cited by 29
Managers' Perceptual Errors Revisited: the Role of Knowledge Calibration
Pillai, K. G. (2009) · British Journal of Management · doi:10.1111/j.1467-8551.2009.00646.x · Cited by 29
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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