SELF-EFFICACY BELIEFS IN ACADEMIC SETTINGS

The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory t o the study of self-regulation and motivation in academic settings. Th e difference between self-efficacy beliefs and other expectancy constr ucts is first explained, followed by a brief overview of problems in s elf-efficacy research. Findings opt the relationship between self-effi cacy, motivation constructs, and academic performances are then summar ized. These findings demonstrate that particularized measures of self- efficacy that correspond to the criterial tasks with which they are co mpared surpass global measures in the explanation and prediction of re lated outcomes. The conceptual difference between the definition and u se of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to g uide future research are offered.