Self-Efficacy in Education Revisited Again

• In Event: Part 1 – Recent Advancement in Sociocultural Influences on Motivation and Learning: Big Theories Revisited

Abstract

Purpose: The purpose of this paper is to review recent developments in self-efficacy theory, research, and applications, with a special focus on understanding sociocultural influences on self-efficacy formation and effects.

Theoretical framework: Self-efficacy refers to one’s perceived capabilities to learn or perform actions at designated levels. Self-efficacy is situated in a social cognitive theoretical framework that features reciprocal interactions between personal, behavioral, and environmental factors. Self-efficacy - a personal factor - is hypothesized to affect and be influenced by one’s behaviors and environmental conditions. Theoretical developments in recent years include clear differentiation of self-efficacy from such related constructs as intention, engagement, grit, and agency. Researchers have continued to explore the operation of the types of self-efficacy (e.g., for learning, performance, self-regulation) in contexts in- and out-of-school.

Modes of inquiry: Self-efficacy researchers have used various methods to explore the operation of self-efficacy. An important area of self-efficacy research has been in its measurement. Although self-report instruments continue to be used in research, researchers have begun using more real-time assessments of self-efficacy; for example, think alouds, microanalysis, and interviews. These types of assessments, which capture self-efficacy at the moment and can track changes over time, are more consistent with the dynamic nature of self-efficacy. In recent years, researchers have increasingly explored the operation of self-efficacy in diverse contexts within and outside of formal learning settings and using learners of diverse ages and capabilities. This research has helped to substantiate the generality of self-efficacy as an important motivational mechanism that leads to improved learning, performance, and self-regulation. Researchers also have explored in greater depth how individuals draw from various sources to develop self-efficacy, as well as its calibration or how well it corresponds with actual performances.

Results: An extensive literature has documented sociocultural influences on self-efficacy. Research addressing the variables of culture, gender, family and socio-economic status shows how these variables can affect self-efficacy. Researchers also have examined how technology can be used to develop learners’ self-efficacy. Importantly, self-efficacy in non-academic settings involving such factors as mentoring and bullying underscores the importance of socio-cultural influences.

Scholarly significance: Trends in self-efficacy research continue to show how it influences motivation and learning and demonstrate how it is affected by various socio-cultural variables. Although the generality of self-efficacy has been substantiated across contexts and cultures, how it manifests its effects and its operation are subject to sociocultural influences. Future research will continue to clarify the operation of self-efficacy in diverse contexts.

Authors

• Maria K. DiBenedetto

• Dale H. Schunk, University of North Carolina - Greensboro