The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Effects of coping skills training on generalized self-efficacy and locus of control.
Abstract
A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies.
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Citations
Cites
Illusion and well‐being: A social psychological perspective on mental health
Taylor, S. E., & Brown, J. D. (1988) · Psychological Bulletin · doi:10.1037/0033-2909.103.2.193 · Cited by 7,814
Tests of the generality of self-efficacy theory
Bandura, A., Adams, N. E., Hardy, A. B., & Howells, G. N. (1980) · Cognitive Therapy and Research · doi:10.1007/bf01173354 · Cited by 723
Cited by
Self-Efficacy: An Essential Motive to Learn
Zimmerman, B. J. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1016 · Cited by 4,294
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2002) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.83.3.693 · Cited by 1,480
The development of academic self-efficacy
Schunk, D. H., & Pajares, F. (2002) · Development of Achievement Motivation · doi:10.1016/b978-012750053-9/50003-6 · Cited by 1,426
Self-Efficacy and Education and Instruction
Schunk, D. H. (1995) · The Plenum Series in Social/Clinical Psychology · doi:10.1007/978-1-4419-6868-5_10 · Cited by 720
Metadata
- Authors
- Smith, R. E.
- Venue
- Journal of Personality and Social Psychology
- Published
- 1989
- Volume
- 56
- Issue
- 2
- Pages
- 228-233
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W2010617744
- Cited by
- 179
- References
- 2
- FWCI
- 1.87
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
