Self Efficacy Quotes

What people think, believe, and feel affects how they behave. The natural and extrinsic effects of their actions, in turn, partly determine their thought patterns and affective reactions.

Self-percepts foster actions that generate information, as well as serve as a filtering mechanism for self-referent information in the self-maintaining process

Through their capacity to manipulate symbols and to engage in reflective thought, people can generate novel ideas and innovative actions that transcend their past experiences

The performances of others are often selected as standards for self-improvement of abilities

A theory that denies that thoughts can regulate actions does not lend itself readily to the explanation of complex human behavior.

The evaluative habits developed in sibling interactions undoubtedly affect the salience and choice of comparative referents in self-ability evaluations in later life

Stringent standards of self-evaluation [can] make otherwise objective successes seem to be personal failures

People not only gain understanding through reflection, they evaluate and alter their own thinking.

Except for events that carry great weight, it is not experience per se, but how they match expectations, that governs their emotional impact

Incongruities between self-efficacy and action may stem from misperceptions of task demands, as well as from faulty self-knowledge

It is no more informative to speak of self-efficacy in global terms than to speak of nonspecific social behavior

[Attributional] factors serve as conveyors of efficacy information that influence performance largely through their intervening effects on self-percepts of efficacy

To grant thought causal efficacy is not to invoke a disembodied mental state

A problem of future research is to clarify how young children learn what type of social comparative information is most useful for efficacy evaluation

Dualistic doctrines that regard mind and body as separate entities do not provide much enlightenment on the nature of the disembodied mental state or on how an immaterial mind and bodily events act on each other

People regulate their level and distribution of effort in accordance with the effects they expect their actions to have. As a result, their behavior is better predicted from their beliefs than from the actual consequences of their actions

When experience contradicts firmly held judgments of self-efficacy, people may not change their beliefs about themselves if the conditions of performance are such as to lead them to discount the import of the experience

The human condition is better improved by altering detrimental circumstances and personal perspectives than by trying to alter personal outlooks, while ignoring the very circumstances that serve to nourish them

The satisfactions people derive from what they do are determined to a large degree by their self-evaluative standards

When actions are followed by events that are not causally related to the prior acts, people often erroneously perceive contingencies that do not, in fact, exist

Because of such conjointedness, behavior that exerts no effect whatsoever on outcomes is developed and consistently performed

Once you develop confidence in your own ability, you'll be able to make a real contribution to creating a better world. Self-confidence is very important. Not in the sense of blind pride, but as a realistic awareness of what you can do. As human beings we can transform ourselves by our good qualities and reducing our faults. Our intelligence enables us to judge what is good from what is harmful.

People's conceptions about themselves and the nature of things are developed and verified through four different processes: direct experience of the effects produced by their actions, vicarious experience of the effects produced by somebody else's actions, judgments voiced by others, and derivation of further knowledge from what they already know by using rules of inference

People who are insecure about themselves will avoid social comparisons that are potentially threatening to their self-esteem

People who underestimate their capabilities also bear costs, although, as already noted, these are more likely to take self-limiting rather than aversive forms. By failing to cultivate personal potentialities and constricting their activities, such persons cut themselves off from many rewarding experiences. Should they attempt tasks having evaluative significance, they create internal obstacles to effective performance by approaching them with unnerving self-doubts

Self-efficacy is the belief in one's capabilities to organize and execute the sources of action required to manage prospective situations.

People who hold a low view of themselves [will credit] their achievements to external factors, rather than to their own capabilities.

Among the types of thoughts that affect action, none is more central or pervasive than people's judgments of their capabilities to deal effectively with different realities

Perceived self-efficacy influences the types of causal attributions people make for their performances

Self efficacious children tend to attribute their successes to ability, but ability attributions affect performance indirectly through perceived self-efficacy

Perceived self-efficacy also shapes causal thinking. In seeking solutions to difficult problems, those who perceived themselves as highly efficacious are inclined to attribute their failures to insufficient effort, whereas those of comparable skills but lower perceived self-efficacy ascribe their failures to deficient ability

Such knowledge is probably gained in several ways. One process undoubtedly operates through social comparison of success and failure experiences. Children repeatedly observe their own behavior and the attainments of others

Success and failure are largely self-defined in terms of personal standards. The higher the self-standards, the more likely will given attainments be viewed as failures, regardless of what others might think.

Even the self-assured will raise their perceived self-efficacy if models teach them better ways of doing things.

From the social cognitive perspective, it is mainly perceived inefficacy to cope with potentially aversive events that makes them fearsome. To the extent that people believe they can prevent, terminate, or lessen the severity of aversive events, they have little reason to be perturbed by them. But if they believe they are unable to manage threats safely, they have much cause for apprehension.

Agemates provide the most informative points of reference for comparative efficacy appraisal and verification. Children are, therefore, especially sensitive to their relative standing among the peers with whom they affiliate in activities that determine prestige and popularity

In the self-appraisal of efficacy, there are many sources of information that must be processed and weighed through self-referent thought

For many activities, people cannot rely solely on themselves in evaluating their ability level because such judgments require inferences from probabilistic indicants of talent about which they may have limited knowledge. Self-appraisals are, therefore, partly based on the opinions of others who presumably possess evaluative competence

Self-appraisals are influenced by evaluative reactions of others.

Regression analyses show that self-efficacy contributes to achievement behavior beyond the effects of cognitive skills

Given a sufficient level of perceived self-efficacy to take on threatening tasks, phobics perform them with varying amounts of fear arousal depending on the strength of their perceived self-efficacy

Discrepancies between self-efficacy judgment and performance will arise when either the tasks or the circumstances under which they are performed are ambiguous

People behave agentically, but they produce theories that afford people very little agency.

The adequacy of performance attainments depends upon the personal standards against which they are judged

Self-doubt creates the impetus for learning but hinders adept use of previously established skills

Behavior must also be adequately assessed under appropriate circumstances. Ill-defined global measures of perceived self-efficacy or defective assessments of performance will yield discordances. Disparities will also arise when efficacy is judged for performances in actual situations but performance is measured in simulated situations that are easier to deal with than the actualities

Self-appraisals of efficacy are reasonably accurate, but they diverge from action because people do not know fully what they will have to do, lack information for regulating their effort, or are hindered by external factors from doing what they can

Accurate processing of information about outcomes is no simple task under the variable conditions of everyday life . . . usually, many factors enter into determining what effects, if any, given actions will have, Actions, therefore, produce outcomes probabilistically rather than certainly. Depending on the particular conjunction of factors, the same course of action may produce given outcomes regularly, occasionally, or only infrequently

Perceived self-inefficacy predicts avoidance of academic activities whereas anxiety does not

If I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning.