Unresolved Issues and Future Research Agenda in Self-Efficacy Research

• In Event: Motivation and Learning: What Is Provocative and/or Novel?

Abstract

The objective of this presentation is to examine: (a) the relative utility of self-efficacy sources across cultures and social agents; (b) potential moderators in the process of self-efficacy appraisal; and (c) the effects of model-observer similarity and social comparison on self-efficacy formation.

Self-efficacy is a powerful socio-cognitive determinant of human motivation, behavior, and affect (Bandura, 1997). It plays a pivotal role in academic contexts by predicting students’ choice of activities, effort expenditure, interest, persistence, self-regulation, and achievement (Bandura & Schunk, 1981; Pajares, 1996, 1997; Schunk, 1995). Despite numerous studies attesting to the centrality of self-efficacy in learning, motivation, and performance (Pajares, 1996; Pajares & Schunk, 2001; Zimmerman, 2000), a few important issues remain. In this presentation, we plan to revisit some of the unresolved problems and suggest directions for future research.

Specifically, we will present results of several studies that shed light on the questions related to self-efficacy appraisal and formation. In one such investigation, predictive power of vicarious experience and social persuasion was significantly different not only by social agents who delivered such information (e.g., parents, teachers, and peers), but also by cultural backgrounds of adolescents (see Figure 1). In another investigation, growth mindset (incremental theory of intelligence) and mastery goal structures moderated the relationship between the sources of efficacy information and self-efficacy (see Figure 2). We will also revisit the importance of modeling and model-observer similarity in competence on self-efficacy appraisal (Braaksma et al., 2002).

The findings will answer some of the existing questions and, more important, help generate novel research ideas among interested researchers. The presentation will demonstrate the need for more research on how diverse sources of efficacy information are selected, evaluated, and integrated differently across cultures and whether model-observer similarity in competence functions differently by student ability levels, model types, and learning environments.

Authors

• Hyun Seon Ahn, Korea University - Brain and Motivation Research Institute

• Mimi Bong, Korea University