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-citationSelf-efficacy: Toward a unifying theory of behavioral change
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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.
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Self-citationAnalysis of self-efficacy theory of behavioral change
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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
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Motivation of teachers in higher education
Rao, M. B. (2016) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-08-2015-0066 · Cited by 29
Employees’ Critical Thinking, Leaders’ Inspirational Motivation, and Voice Behavior
Jiang, J., Gao, A., & Yang, B. (2018) · Journal of Personnel Psychology · doi:10.1027/1866-5888/a000193 · Cited by 29
Haw, J. Y., & King, R. B. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09773-3 · Cited by 41
“More importantly, researchers have emphasized that the most effective intervention happens overtime by cultivating competence through mastery activities (Bandura, 1994; Bandura & Schunk, 1981; Choi, 2005).”
BackgroundCermak, S. A., & Bissell, J. C. (2014) · American Journal of Occupational Therapy · doi:10.5014/ajot.2014.010637 · Cited by 28
“Bandura and Schunk (1981) studied goal attainment and showed that child-centered goal setting was the most effective method of enhancing competencies, self-perceptions of efficacy, and intrinsic interest.”
Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study
Amirian, S. M. R., & Tavakoli, E. (2016) · Higher Education Research & Development · doi:10.1080/07294360.2016.1160874 · Cited by 27
“…has been abundantly documented with the researchers’ consensus on it as a conducive factor for academic achievement (e.g., Bandura, 1993, 1997; Bandura & Schunk, 1981; Cohn, Fredrickson, Brown, Mikels, & Conway, 2009; Hackett & Betz, 1989; Hosseini Fatemi, Pishghadam, & Vahidnia, 2013; Lent,…”
BackgroundSit Down and Play: A Preventive Primary Care-Based Program to Enhance Parenting Practices
Shah, R. P., DeFrino, D. T., Kim, Y., & Atkins, M. S. (2016) · Journal of Child and Family Studies · doi:10.1007/s10826-016-0583-6 · Cited by 28
“Key constructs of social cognitive theory utilized to promote self-efficacy are: observational learning (repeated modeling of the desired behavior), facilitators (presence of resources to engage in behavior), knowledge (awareness of benefits of positive parenting behaviors on child’s development), and self-regulation…”
Identifying consumers' engagement with renewable energy
Venugopal, A., & Shukla, D. (2018) · Business Strategy and the Environment · doi:10.1002/bse.2185 · Cited by 28
Dispositional and organizational sources of job satisfaction: a cross-national study
Chordiya, R., Sabharwal, M., & Battaglio, R. P. (2018) · Public Management Review · doi:10.1080/14719037.2018.1544274 · Cited by 33
“Performance appraisal is thus expected to produce a sense of personal causation in performance achievements resulting in increased self-efficacy (Bandura and Schunk 1981; Gagné and Deci 2005; Gist 1987).”
BackgroundCHANGES IN MOTIVATION THAT AFFECT EMPLOYEE PERFORMANCE DURING THE COVID 19 PANDEMIC
Nilasari, B. M., Nisfiannoor, M., & Devinta, F. R. M. (2021) · Jurnal Aplikasi Manajemen · doi:10.21776/ub.jam.2021.019.02.19 · Cited by 28
“Self-evaluation reactions to one’s behavior can be an important determinant of self-motivation (Bandura and Schunk, 1981).”
BackgroundA motivação de adolescentes em relação com a perspectiva de tempo futuro
Locatelli, A. C. D., Bzuneck, J. A., & Guimarães, S. É. R. (2007) · Psicologia Reflexão e Crítica · doi:10.1590/s0102-79722007000200013 · Cited by 28
The Effects of Proximal and Distal Goalson Goal Level, Strategy Development, and Group Performance
Weldon, E., & Yun, S. (2000) · The Journal of Applied Behavioral Science · doi:10.1177/0021886300363004 · Cited by 28
“…has tested the effects of self-effi cacy (Bandura & Schunk, 1981; Latham & Seijts, 1999; Stock & Cervone, 1990), intrin sic inter est (Bandura & Schunk, 1981; Mor gan, 1985), and per - sis tence (Bandura & Schunk, 1981) and has shown that these vari ables do medi ate the prox i mal goal effect.”
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Pearl, R. L., & Dovidio, J. F. (2014) · Health Psychology · doi:10.1037/hea0000178 · Cited by 33
Creativity, Talent and Excellence
Tan, A.-G., & Springer Malaysia Representative Office (2012) · Springer eBooks · doi:10.1007/978-981-4021-93-7 · Cited by 31
Attitudes of academic staff towards their job and organisation: An empirical assessment
Capelleras, J. (2005) · Tertiary Education and Management · doi:10.1080/13583883.2005.9967144 · Cited by 28
The Effect of a Problem-Centered, Enculturating Experience on Doctoral Students’ Self-Efficacy
Dunlap, J. C. (2006) · Interdisciplinary Journal of Problem-based Learning · doi:10.7771/1541-5015.1025 · Cited by 28
“Research indicates that there is a strong and positive influence of efficacy beliefs on various aspects of student motivation and achievement (e.g., Bandura & Schunk, 1981; Pajares & Miller, 1994, 1997; Schunk, 1983, 1984b; Zimmerman, Bandura, & Martinez-Pons, 1992; see also Multon, Brown, & Lent…”
Motivation, autonomy and metacognition : exploring their interactions
Ushioda, E. (2014) · Warwick Research Archive Portal (University of Warwick) · Cited by 27
Students’ interests for personalized learning: an analysis guide
Solari, M., Vizquerra, M. I., & Engel, A. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00656-3 · Cited by 27
Coronado-Aliegro, J. D. (2007) · D-Scholarship@Pitt (University of Pittsburgh) · Cited by 26
Street, C., & Stang, K. K. (2008) · Action in Teacher Education · doi:10.1080/01626620.2008.10463480 · Cited by 27
“According to Bandura and Schunk (1981), issues of self-confidence “affect people’s choice of activities, how much effort they expend, and how long they will persist in the face of difficulties” (p. 587).”
BackgroundValidation of the Technology Satisfaction Model (TSM) Developed in Higher Education
Islam, A. Y. M. A. (2014) · International Journal of Technology and Human Interaction · doi:10.4018/ijthi.2014070104 · Cited by 27
The Zeigarnik effect and intrinsic motivation: Are they the same?
Reeve, J., Cole, S. G., & Olson, B. C. (1986) · Motivation and Emotion · doi:10.1007/bf00992318 · Cited by 26
“A final reason to differentiate between the Zeigarnik effect and intrinsic motivation is that intrinsically motivated behaviors are susceptible to influence by self-efficacious information from task involvement (Bandura, 1982a, 1982b; Bandura & Schunk, 1981 ).”
BackgroundMorán-Soto, G., & Benson, L. (2018) · International Journal of Education in Mathematics Science and Technology · doi:10.18404/ijemst.428165 · Cited by 28
Wenzel, S. L. (1993) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.1993.tb01044.x · Cited by 27
Information Systems Knowledge: Foundations, Definitions, and Applications
Freeman, L. A. (2001) · Information Systems Frontiers · doi:10.1023/a:1011408710845 · Cited by 27
Affect and adult self-regulation.
Kirschenbaum, D. S., Tomarken, A. J., & Humphrey, L. L. (1985) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.48.2.509 · Cited by 28
The Moderating Effect of Supervisory Support on the Self-Efficacy Work-Performance Relationship
Ballantine, K., & Nunns, C. G. (1998) · South African Journal of Psychology · doi:10.1177/008124639802800307 · Cited by 27
Children's self-control in relation to perceived social environment.
Humphrey, L. L. (1984) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.46.1.178 · Cited by 27
Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi
Purwanto, E. (2014) · Jurnal Psikologi · doi:10.22146/jpsi.6951 · Cited by 26
Öz Yeterlik, Yaşam Anlamı ve Yaşam Bağlılığı Kavramları Üzerine Bir İnceleme
Kansu, A. F., & Sayar, G. H. (2018) · Etkileşim · doi:10.32739/etkilesim.2018.1.11 · Cited by 27
Elgendi, M. M., Stewart, S. H., MacKay, E., & Deacon, S. H. (2021) · Annals of Dyslexia · doi:10.1007/s11881-021-00223-3 · Cited by 27
Frank, P., Fischer, D., Stanszus, L., Grossman, P., & Schrader, U. (2021) · The Journal of Environmental Education · doi:10.1080/00958964.2021.1966352 · Cited by 33
“Cognitive-focused learning is more concerned with the acquisition of external information and conscious thought processes (Bandura & Schunk, 1981).”
BackgroundZhang, S., & Pan, Y. (2023) · Behavioral Sciences · doi:10.3390/bs13030254 · Cited by 33
“When users continue to use the pan-entertainment mobile live broadcast platform, they tend to reduce cognitive dissonance by changing their attitudes and behaviors, including behavioral intentions, such as controlling the use frequency, leaving temporarily, and stopping use, and self-motivation relies on goal setting…”
BackgroundThe Participation Experience of Children with Disabilities in Portuguese Mainstream Schools
Pereira, E., la Cour, K., Jonsson, H., & Hemmingsson, H. (2010) · British Journal of Occupational Therapy · doi:10.4276/030802210x12918167234244 · Cited by 29
“Along similar lines, Bandura and Schunk (1981) had previously claimed that self-efficacy judgement plays a role in the decision of taking part in a situation.”
BackgroundWorkplace Isolation in Pharmaceutical Companies: Moderating Role of Self-Efficacy
Munir, Y., Khan, S.-U.-R., Sadiq, M., Ali, İ., Hamdan, Y., & Munir, E. (2015) · Social Indicators Research · doi:10.1007/s11205-015-0940-7 · Cited by 26
Lawanto, O., Santoso, H. B., & Liu, Y. (2012) · Cited by 25
A prospect theory model of goal behavior
Wu, G., Heath, C., & Larrick, R. P. (2008) · Cited by 30
Note on ways of saving: mental mechanisms as tools for self-control?
Otto, P. E., Davies, G., & Chater, N. (2007) · Global Business and Economics Review · doi:10.1504/gber.2007.013703 · Cited by 28
“The influence of goal formation on behaviour has been repeatedly documented (i.e., Bandura and Schunk, 1981; Gollwitzer, 1999).”
BackgroundApplication of behavioral theory in computer game design for health behavior change
Shegog, R. (2010) · Advances in multimedia and interactive technologies book series · doi:10.4018/978-1-61520-739-8.ch011 · Cited by 26
Cisneros, J., & Cadenas, G. A. (2017) · NASPA Journal · doi:10.1080/19496591.2017.1289098 · Cited by 26
“Allowing participants to select and organize skills, knowledge, and resources into an integrated course of action, these activities support participants’ self-efficacy development through competent performance (Bandura & Schunk, 1981).”
BackgroundVIABILITY OF THE EXTENDED TECHNOLOGY ACCEPTANCE MODEL: AN EMPIRICAL STUDY
Islam, A. Y. M. A. (2011) · Journal of Information and Communication Technology · doi:10.32890/jict.10.2011.8110 · Cited by 26
Making goal pursuit effective : Expectancy-dependent goal setting and planned goal striving
Oettingen, G., & Gollwitzer, P. M. (2009) · KOPS (University of Konstanz) · Cited by 27
Perspectives of Family Physicians on Computer-assisted Health-risk Assessments
Ahmad, F., Skinner, H. A., Stewart, D. E., & Levinson, W. S. (2010) · Journal of Medical Internet Research · doi:10.2196/jmir.1260 · Cited by 28
Enhancing worker self‐efficacy: an approach for reducing negative reactions to technological change
McDonald, T., & Siegall, M. (1996) · Journal of Managerial Psychology · doi:10.1108/02683949610110550 · Cited by 26
Motivation And Special Populations: Theory, Research, and Implications Regarding Motor Behaviour
Vallerand, R. J., & Reid, G. (1990) · Advances in psychology · doi:10.1016/s0166-4115(08)61181-4 · Cited by 26
Hungnes, T., Bachmann, K. E., & Bjerke, A. H. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.952854 · Cited by 25
“, 2014) and between proximal goal setting and heightened motivation and self-efficacy (Bandura and Schunk, 1981).”
BackgroundAlshehri, E., & Etherington, S. (2017) · International Journal of English Language Education · doi:10.5296/ijele.v5i2.11727 · Cited by 30
UNDERSTANDING AND SUPPORTING ADOLESCENTS’ MENTAL TOUGHNESS IN AN EDUCATION CONTEXT
McGeown, S. P., Putwain, D. W., Clair‐Thompson, H. S., & Clough, P. (2016) · Psychology in the Schools · doi:10.1002/pits.21986 · Cited by 31
“In addition, students who set proximal goals develop stronger academic confidence than those who set distal goals, as the former allows more opportunities to recognise growing expertise (Bandura & Schunk, 1981).”
BackgroundOchoa, P. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00662 · Cited by 25
“The internal locus of control and the personal control of physicians (Bandura and Schunk, 1981) are definitely not enough to cope with other organizational and social changes and physicians consider leaving the organization.”
BackgroundInvestigating the causal relationships between badges and learning outcomes in SQL-Tutor
Tahir, F., Mitrović, A., & Sotardi, V. A. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-022-00180-4 · Cited by 37
“Bandura and Schunk (1981) reported that self-efficacious individuals tend to work harder and persist longer in difficult and challenging tasks.”
BackgroundViviers, H. A., Villiers, R. R. D., & der Merwe, N. V. (2022) · Accounting Education · doi:10.1080/09639284.2022.2089047 · Cited by 29
“…in performing it, and the persistence shown in accomplishing it, as well as the standard of the performance, are all a ff ected by self-e ffi cacy beliefs (Bandura & Schunk, 1981; Bou ff ard-Bouchard, 1990; Busch,1995; Byrne et al., 2014; Mone, 1994; Mooi, 2006; Robertson & Sadri, 1993; Zimmerman,…”
BackgroundPachón-Basallo, M., de la Fuente, J., Torres, M. C. G., Vicente, J. M. M., Sánchez, F. J. P., & Vera, M. M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.968733 · Cited by 30
“To that end, specific, proximate and challenging goals are more effective than diffuse, delayed or easy goals to task motivation and good performance (Bandura and Schunk, 1981).”
BackgroundKwok, M. L. J., Kwong, R., & Wong, M. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104645 · Cited by 29
Halbusi, H. A., Al‐Sulaiti, K. I., AlAbri, S., & Al-Sulaiti, I. (2023) · Cogent Business & Management · doi:10.1080/23311975.2023.2254914 · Cited by 41
“Thus, employees having high self-efficacy (that is, a better expectation of mastery) have been more likely to retain working on their objectives irrespective of the situation (Bandura & Schunk, 1981).”
BackgroundEstilo cognitivo y logro académico
Vargas, O. L., Martínez, C. H., & Uribe, Á. C. (2011) · Dialnet (Universidad de la Rioja) · Cited by 25
Lee, S.-B. (2014) · The Interpreter and Translator Trainer · doi:10.1080/1750399x.2014.929372 · Cited by 25
“Past research has shown that students with a strong sense of academic self-efficacy are willing to undertake challenging tasks (Bandura and Schunk 1981), display lower anxiety levels (Pintrich and de Groot 1990), attain higher intellectual achievement (Bouffard-Bouchard 1990) and self-regulate…”
BackgroundGender differences in school childrens self-efficacy beliefs: Students and teachers perspectives
Webb-Williams, J. (2014) · Educational Research and Reviews · doi:10.5897/err2013.1653 · Cited by 25
“For example children with a high self-efficacy are more likely to choose to continue with a task than children with low self-efficacy (Bandura and Schunk, 1981), they persist longer and are more successful on difficult tasks than children with low self-efficacy (Schunk, 1981) and they rework more…”
BackgroundSelf-Determination Theory and Web-Enhanced Course Template Development
Bachman, C., & Stewart, C. (2011) · Teaching of Psychology · doi:10.1177/0098628311411798 · Cited by 27
“The self-evaluation process contributes to students’ goal-setting and increases their perception of self-efficacy and motivation with regard to class requirements (Bandura & Schunk, 1981).”
BackgroundThe Moderating Role of Self Efficacy on the Perceptions of Justice and Turnover Intentions
Çelik, D. A., Yeloğlu, H. O., & Yıldırım, O. B. (2016) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2016.11.049 · Cited by 25
Avoidance Goals Can Be Beneficial: A Look at Smoking Cessation
Worth, K. A., Sullivan, H. W., Hertel, A. W., Jeffery, R. W., & Rothman, A. J. (2005) · Basic and Applied Social Psychology · doi:10.1207/s15324834basp2702_2 · Cited by 25
“For instance, Bandura and Schunk (1981) found that participants made more progress when they were given proximal subgoals than when they were only provided with a distal goal.”
BackgroundThe Level of Cultural Self-Efficacy Among a Sample of Spanish Nurses in Southeastern Spain
Jimenez, J. A. V., Contreras, J. L. M., Shellman, J. M., et al. (2006) · Journal of Transcultural Nursing · doi:10.1177/1043659605285417 · Cited by 25
Brandtstädter, J. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511489761.016 · Cited by 25
Overcoming computer anxiety through reflection on attribution
Phelps, R., & Ellis, A. H. (2002) · Cross Connect (Southern Cross University) · Cited by 25
Empirical study: relationship between self efficacy and academic performance
Chanana, M. (2018) · doi:10.31295/ijhms.v1n1.36 · Cited by 24
Head, Heart, or Hands: How Do Employees Respond to a Radical Global Language Change over Time?
Reiche, B. S., & Neeley, T. B. (2019) · Organization Science · doi:10.1287/orsc.2019.1289 · Cited by 25
Kurban, E. R., & Cabrera, A. F. (2019) · The Journal of Higher Education · doi:10.1080/00221546.2019.1681348 · Cited by 27
“The SRID Model acknowledges the relationship between selfefficacy and interest (Bandura & Schunk, 1981; Lenox & Subich, 1994; Rottinghaus, Larson, & Borgen, 2003) among adolescents (Bandura, 2006; Pajares, 2005).”
BackgroundCohen-Eick, N., Shuman, E., van Zomeren, M., & Halperin, E. (2023) · Personality and Social Psychology Bulletin · doi:10.1177/01461672231206638 · Cited by 25
“For example, Bandura and Schunk (1981) found that a proximal goal affected self-efficacy more than a distant goal, and Jobe (1984) found a relationship between proximity to the goal and performance.”
Sinha, S. P., Talwar, T., & RAJPAL, R. (2002) · PSYCHOLOGIA · doi:10.2117/psysoc.2002.176 · Cited by 24
“Studies have suggested that individuals with high level of self-efficacy are more likely to choose to participate in challenging assignment and take responsibility for personal development than individuals with low level of self-efficacy (Bandura, 1982; Bandura & Schunk, 1981).”
Backgroundvan Osch, L., Reubsaet, A., Lechner, L., Beenackers, M., Candel, M., & de Vries, H. (2010) · British Journal of Health Psychology · doi:10.1348/135910709x436723 · Cited by 29
Falco, L. D., Summers, J. J., & Bauman, S. (2010) · Educational Research and Evaluation · doi:10.1080/13803611.2011.555101 · Cited by 29
“…modeling, goal-setting, and learning strategies as effective methods for increasing students’ self-regulatory processes and academic motivation (Bandura & Schunk, 1981; Bouffard-Bouchard, Parent, & Larivee, 1991; Lent, Brown, & Larkin, 1984; Multon, Brown, & Lent, 1991; Schunk, 1987, 1989).”
BackgroundRelationship of Academic SE to Self-Regulated Learning, SI, Test Anxiety and Academic Achievement
Ahmad, S., Hussain, D. A., & Azeem, M. (2012) · International Journal of Education · doi:10.5296/ije.v4i1.1091 · Cited by 24
Factors affecting the motivation of Hong Kong primary school students in composing music
Leung, B. W. (2008) · International Journal of Music Education · doi:10.1177/0255761407085649 · Cited by 24
“Individuals who possess high self-efficacy tend to undertake difficult and challenging tasks more readily (Bandura & Schunk, 1981; Zimmerman, Bandura, & Martinez-Pons, 1992).”
BackgroundLucariello, J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C. A., Ormiston, H. E., & Skiba, R. J. (2016) · Mind Brain and Education · doi:10.1111/mbe.12099 · Cited by 28
“Proximal goals are powerful motivators because students’ self-efficacy for tasks and intrinsic motivation are increased when they experience success at proximal goals (Bandura & Schunk, 1981; Manderlink & Harackiewicz, 1984; Schunk, 1990).”
BackgroundEin‐Gar, D., & Steinhart, Y. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01788 · Cited by 30
“A key factor that influences individuals’ willingness to engage in effortful tasks is the extent to which they feel capable of completing such tasks successfully (Bandura, 1977; Bandura and Schunk, 1981; Ozer and Bandura, 1990; Judge and Bono, 2001; Cassidy, 2015).”
Active mediation of television, internet and mobile advertising
Shin, W. (2017) · Young Consumers Insight and Ideas for Responsible Marketers · doi:10.1108/yc-06-2017-00700 · Cited by 24
Using action research to improve science teaching self-efficacy
Kinskey, M. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1502898 · Cited by 24
“Bandura’s ideas about selfefficacy had been researched and applied to many different disciplines (Pajares, 1997), making its way to the field of education in the early 1980s (e.g. Bandura & Schunk, 1981; Schunk, 1982).”
BackgroundTaheri, M., Ross, M. S., Hazari, Z., Weiss, M. A., Georgiopoulos, M., Christensen, K. J., Solis, T., Garcia, A., & Chari, D. (2018) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2018.8658378 · Cited by 25
“The direct effect of interest and competency is supported by SSCT and self-efficacy theory [47].”
MethodSelf‐regulated learning and training effectiveness
Lourenco, D., & Ferreira, A. I. (2019) · International Journal of Training and Development · doi:10.1111/ijtd.12149 · Cited by 31
Caviglia‐Harris, J. L., & Maier, K. J. (2020) · Education Economics · doi:10.1080/09645292.2020.1729702 · Cited by 24
“This approach is essential to building self-efficacy because it enables students to acquire a realistic sense of achievement before moving to other goals (Bandura and Schunk 1981).”
BackgroundAssessment of Motivation in Online Learning Environments
Cocea, M. (2006) · Lecture notes in computer science · doi:10.1007/11768012_61 · Cited by 24
Social Cognitive Theory: A Framework for Therapeutic Recreation Practice
Wise, J. B. (2002) · Therapeutic Recreation Journal · Cited by 24
Clifford, E. F., & Green, V. P. (1996) · Early Child Development and Care · doi:10.1080/0300443961250107 · Cited by 24
Using the theory of planned behaviour to predict public sector training participation
Ho, Y.-Y., Tsai, H.-T., & Day, J. (2011) · Service Industries Journal · doi:10.1080/02642060902960776 · Cited by 25
“Studies indicate that individuals with high self-efficacy have stronger intentions to participate in challenging assignments and to take responsibility for personal development than individuals with low self-efficacy do (Bandura, 1982 ; Bandura & Schunk, 1981 ).”
BackgroundCareer Development Interventions and Academic Self-Efficacy and Motivation: A Pilot Study.
Dykeman, C., Wood, C., Ingram, M. A., & Herr, E. L. (2003) · Cited by 24
Reflections on Wittrock's Generative Model of Learning: A Motivation Perspective
Anderman, E. M. (2010) · Educational Psychologist · doi:10.1080/00461520903433620 · Cited by 24
“…beliefs are enhanced when individuals experience success with specific tasks and develop confidence in their abilities to perform and complete those tasks; in particular, the successful achievement of proximal (short-term) goals can lead to enhanced efficacy beliefs (Bandura & Schunk, 1981).”
BackgroundChen, Y., & Hsu, L. (2022) · Behavioral Sciences · doi:10.3390/bs12070227 · Cited by 25
“Self-efficacy belief refers to the awareness of one’s ability to perform specific tasks with satisfactory outcomes [4].”
BackgroundSjälvbedöma, bedöma eller döma? Om elevers motivation, kompetens och prestationer i skolan
Giota, J. (2006) · Bulletin Monumental · Cited by 23
Edwards, O. V. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12492 · Cited by 12
VR-based Student Priming to Reduce Anxiety and Increase Cognitive Bandwidth
Hawes, D., & Arya, A. (2021) · IEEE Conference on Virtual Reality and 3D User Interfaces (VR) · doi:10.1109/vr50410.2021.00046 · Cited by 23
“Albert Bandura’s Self Efficacy theory similarly draws causal connections between self-efficacy mindsets (the confidence and willingness to try and fail) and academic performance, suggesting that finding methods to prime growth mindsets and self-efficacy could have lasting academic effects [3,4,5,6].”
BackgroundDesigning and delivering MOOCs to motivate participants for self-directed learning
Zhu, M. (2022) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2022.2026213 · Cited by 33
“As Bandura and Schunk (1981) stated, having proximal goals can help demonstrate students’ growing capability.”
Goal Setting and Feedback in the Reduction of Heavy Drinking in Female College Students
Curtin, L., Stephens, R., & Bonenberger, J. L. (2001) · Journal of College Student Psychotherapy · doi:10.1300/j035v15n03_03 · Cited by 21
“…study is comparable to other college student interventions (Baer et al., 1992), the failure of goal setting and feedback delivery to enhance change is counter to theory (Bandura, 1986; Locke et al., 1981; Miller & Rollnick, 1991) and past findings (Bandura & Schunk, 1981; Bandura & Simon, 1977).”
BackgroundResultVasiou, A., Mouratidis, A. A., Andreou, E., & Kafetsios, K. G. (2014) · Educational Psychology · doi:10.1080/01443410.2014.950192 · Cited by 27
“…to accurately recognise others’ emotions; Mayer & Salovey, 1997) and contextual features (teachers’ self-motivation during everyday teaching in the classroom; Bandura & Schunk, 1981) as factors that may help better understand links between achievement goals and affective and performance outcomes.”
BackgroundThe effects of simultaneous learning and performance goals on performance: An inductive exploration
Masuda, A. D., Locke, E. A., & Williams, K. J. (2014) · Journal of Cognitive Psychology · doi:10.1080/20445911.2014.982128 · Cited by 23
“We assigned both proximal and distal goals to all participants because previous studies have shown that the assignment of distal plus proximal goals is better than the sole assignment of distal goals (Bandura & Schunk, 1981; Latham & Seijts, 1999).”
MethodNandagopal, K., & Ericsson, K. A. (2011) · American Psychological Association eBooks · doi:10.1037/13273-010 · Cited by 24
Lewis, N. A., & Earl, A. N. (2018) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000183 · Cited by 25
Shellman, J. M. (2006) · Nurse Education Today · doi:10.1016/j.nedt.2006.02.009 · Cited by 23
Academic Enrichment in High-Functioning Homework Afterschool Programs
Huang, D., & Cho, J. (2009) · Journal of Research in Childhood Education · doi:10.1080/02568540909594668 · Cited by 23
Combating the Decline in Information Systems Majors: The Role of Instrumental Assistance
Akbulut, A. Y., Looney, C. A., & Motwani, J. G. (2016) · Journal of Computer Information Systems · doi:10.1080/08874417.2008.11646024 · Cited by 23
“People tend to form enduring interests in activities in which they view themselves as capable [5].”
BackgroundFostering Self-Efficacy through Time Management in an Online Learning Environment
Terry, K. P., & Doolittle, P. E. (2008) · Cited by 23
Effects of Tempo and Context on Transfer of Performance Skills
Duke, R. A., & Pierce, M. A. (1991) · Journal of Research in Music Education · doi:10.2307/3344689 · Cited by 23
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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