DO NOT JUST

DREAM, MAKE IT
HAPPEN
Prepared by: WOWIE B. LEGARTE
Albert E. Bandura's Self-efficacy
 It was introduced by Albert Bandura in article
entitled "Self-efficacy: Toward a Unifying
Theory of Behavioral Change" published in
Psychology Review in 1997.
 He was born in Mundare, Alberta on
December 4, 1925
 Introductory PsYchology course at the
University of British Columbia as a working
student.
 The Bolocan Award in Psychology in 1949
 Master's degree from the University of Iowa in
1951 and PhD in Clinical Psychology in 1952.
 THE BOBO DOLL EXPERIMENT
■ In the 1950s, Dr. Bandura had a
study known as the Bobo Doll
Experiment.
■ In this experiment, the sample
children were presented with new
social models of violent and
nonviolent toward an inflatable
redounding Bobo doll.
■ Dr. Bandura introduced the social
learning theory that focuses on
what people learn from observing
and interacting with other people.
■ Bandura's social cognitive
theory states that people are
active participants in their
environment and are not
simply shaped by that
environment.
■ Dr. Bandura wax named the
most influential psychologist
of all time.
SUMMARY OF SELF-EFFICACY THEORY
■ Self-efficacy theory is based on the assumption that
psychological procedures serve as a means of
creating and strengthening expectations of
personal efficacy.
■ Self-efficacy theory distinguishes between
expectations of efficacy and response-outcome
expectancies.
■ Outcome expectancy is person' estimate that
a given behavior will lead to certain outcomes.
■ Efficacy expectation is the conviction that one
can successfully execute the behavior required
to produce the outcomes.
■ Self-efficacy typically comes into play when
there is an actual or perceived threat to one's
personal safety, or one's ability to deal with
potentially aversive events.
Wiebell (2011) stated that Dr. Bandura
defined self-efficacy as people's beliefs
about their capabilities to produce
designated levels of performance that
exercise influence over events that
affect their lives .
 He identified acts of people with "high
assurance in their capabilities," such as:
1. approach difficult tasks as challenges to be mastered;
2. set challenging goals and maintain strong commitment to
them;
3. heighten or sustain efforts in the face of failures or
seatbacks;
4. attribute failure to insufficient effort or deficient knowledge
and skills which are acquirable; and
5. approach threatening situations with assurance that they
can exercise control over them.
 In contrast, people "who doubt their
capabilities":
1. shy away from tasks they view as personal threats;
2. have low aspirations and weak commitment to goals they choose to
pursue;
3. dwell on personal deficiencies, obstacles they will encounter, and all
kinds of adverse outcomes, rather than concetrating on how to perform
successfully.
4. slacken their efforts and give up quickly in the face of difficulties;
5. are slow to recover their sense of efficacy following failure or setbacks;
and
6. fall easy victim to stress and depression.
Dr. Bandura described four main sources of
influence by which a person's self-efficacy is
developed and maintained. These are:

1. performance accomplishments or mastery

experiences;
2. vicarious experiences;
3. verbal or social persuasion; and
4. physiological (somatic and emotional) states
 CAROL S. DWECK'S FIXED AND GROWTH
MINDSET THEORY

■ Carol S. Dweck is the author of Mindset:

The New Psychology of success.
■ October 17, 1946
■ Bernard College in 1967
■ PhD from Yale University in 1972.
■ One of the leading researchers in the field
of motivation.
■ Her research focused on why people
succeed and how to foster success.
FIXED AND GROWTH MINDSET
Dr. Dweck described people with
two types of mindset.
1. People who believe that
success is based on their innate
abilities have a "fixed" theory of
intelligence, and goes under fixed
mindset.
2. People who believe that success is based on
hardwork, learning, training, and perseverance
have growth theory of intelligence, which goes
under growth mindset.

■ Dr. Dweck argues that the growth mindset will

allow a person to live a less stressful and more
successful life.
EDWIN A. LOCKE'S GOAL SETTING THEORY
■ -January 5, 1938
■ -Dean Professor (Emiritus) of
Leadership and Motivation at
the Robert H. Smith School of
Business at the University of
Maryland, College Park.
■ He received his BA from
Harvard in 1960 and his PhD in
Industrial Psychology from
Cornell University in 1964
GOAL SETTING THEORY

■ The goal setting theory was first

studied by Dr. Locke in the middle
of 1960s.
■ In 1996, he published another
article "Motivation Through
Conscious Goal Setting,"
■ Locke (1996) first described that
the approach of goal setting
theory is based on what Aristotle
called final causality; that is,
action caused by a purpose
GOAL ATTRIBUTES

■ Internal - they are ideas (desired

ends)
■ External - they refer to the object
or condition sought.
■ TWO BROAD ATTRIBUTES OF
GOALS
■ Content (the actual object sought)
■ Intensity (the scope, focus, and
complexity, among others of the
choice process)
14 RESEARCH FINDINGS
■ A research was made by Locke (2017) under the
article "Motivation Through Conscious Goal Setting.“
1. The more difficult the goal, the greater the
achievement.
2. The more specific or explicit the goal, the more
precisely performance is regulated.
3. Goals that are both specific and difficult lead to the
highest performance.
4. Commitment to goals is most critical when goals are
specific and difficult,
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is important
b. the individual is convinced that the goal is
attainable
6. In addition to having a direct effect on
performance, self-efficacy influences:
a. the difficulty level of the goal chosen or accepted
b. commitment to goals
c. the response to negative feedback or failure; and
d. the choice of task strategies.
7. Goal setting is most effective when there is feed
back that shows progress in relation to the goal.
8. Goal setting (along with self-efficacy) mediates the
effect of knowledge of past performance on
subsequent performance.
9. Goals affect performance by affecting the direction
of action, the degree of effort exerted and the
persistence of action over time.
10. Goals stimulate planning in general.
11. When people strive for goals on complex tasks,
they are least effective in discovering suitable task
strategies if:
a. they have no prior experience or training on the task;
b. there is high pressure to perform well; and
c. there is high time pressure (to perform well
immediately)
12. Goals (including goal commitment), in
combination with self-efficacy, mediate or partially
mediate the effects of several personality traits
and incentives on performance.
13. Goal setting and goal-related mechanisms can
be trained and or adopted in the absence of
training for the purpose of self-regulation.
14. Goals serve as standards of self-satisfaction,
with harder goals demanding higher
accomplishments in order to attain self-
satisfaction than easy goals.