The sources of self-efficacy: Educational research and implications for music

Music teachers can empower students with control over their own music ability development by helping them foster positive self-efficacy beliefs. This article reviews general education and music research concerning Bandura’s theoretical four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and physiological and affective states), in order to guide music teachers in determining effective methods and approaches to help students develop a sense of music self-efficacy and subsequent music achievement. A brief summary of each self-efficacy source category is provided, along with a discussion of the means whereby self-efficacy perceptions can be developed within both general education and music learning environments. Each of these four sections reviews research and simultaneously provides corresponding practical suggestions for educators

Sources of self-efficacy in distance runners

Self-efficacy theory (Bandura, 1997) asserts that people will be more likely to engage in behaviors that they believe they can successfully perform and avoid behaviors in which they feel that they will be unsuccessful. Researchers have concluded that individuals with high levels of self-efficacy are more likely to pursue challenging goals, cope with pain, and persevere through setbacks, while those with low self-efficacy avoid challenges and tend to give up when confronted with obstacles (Llewellyn, Sanchez, Asghar, & Jones, 2008). Endurance sport, particularly distance running, is a domain in which being able to cope with pain and persevere through setbacks is especially important; therefore the purpose of this dissertation was to increase our understanding of self-efficacy in the physical activity domain by exploring the sources of self-efficacy for distance runners. The first study utilized a quantitative approach to investigate the relationship between self-efficacy, affect and training volume during marathon training. The results revealed that self-efficacy fluctuated over the training period and was only minmally related to affect. Study two was an extension of the first and utilized a qualitative approach to investigate the sources of self-efficacy information used by runners. Physiological states emerged as the most influential source of efficacy information throughout the program and past performance experiences increased in their influence as participants gained more running experience. The third study was a qualitative investigation of the sources of self-efficacy for running using a sample of African American distance runners. Past performance was cited as the most salient source of efficacy information for these runners and, for the majority of participants, race/ethnicity did not emerge as a significant factor in their efficacy for running

BELIEVING IN ACHIEVING: EXAMINING AFRICAN AMERICAN WOMEN’S DOCTORAL ATTAINMENT

This research explored the intersectionality of race, class, and gender within the sources of self-efficacy (Bandura, 1997) underlying the socialization messages influencing African American women’s doctoral attainment beliefs. Twenty African American female/woman doctoral achievers completed an online survey, consisting of open-ended and multiple-choice response items, designed to identify and explore the sources of self-efficacy influencing African American women’s doctoral attainment beliefs. Eleven participants participated in focus interviews to expand upon and clarify initial survey responses. Thematic analysis (Braun & Clarke, 2006) and tenets of critical race theory (Ladson-Billings & Tate, 1995; McCoy & Rodricks, 2015) were used to analyze the sources of self-efficacy and the intersectionality of race, class, and gender within the socialization messages identified by participants as influencing their doctoral attainment beliefs. Among the sources of self-efficacy, participants frequently described vicarious experiences (co-op and internship opportunities) and social persuasions from family, friends, and faculty as influencing doctoral attainment beliefs. The following themes were identified as salient in shaping African American women’s doctoral attainment beliefs: 1) a voice at the table; 2) faith; and 3) experiential knowledge and support. Findings from this study illuminate the salience of doctoral attainment beliefs to African American women’s doctoral pursuit and attainment. Recommendations and implications for African American women’s doctoral program retentionand completion are discussed

Sources of self-efficacy beliefs of resilient high school dropouts

The focus of this study was to examine the stories of men and women who dropped out of high school and later returned to school to earn a higher education degree. Previous research outcomes proposed that an individual\u27s self-efficacy influenced academic motivation and judgment of capabilities to perform actions and overcome obstacles. Although high school dropouts have been studied in depth, the voices of individuals that have pursued furthering their education after dropping out have not been heard in self-efficacy studies. The study intended to answer three research questions: (a) what was the motivating factor to return to school after dropping out of high school, (b) what factors enhanced or inhibited the development of the self-efficacy of those who had dropped out of high school to eventually earn their degree in post-secondary education, and (c) how did self-efficacy sources influence the academic paths of resilient high school dropouts? This qualitative study followed an interpretative phenomenological analysis research design. Four significant findings emerged from the analysis of the participants\u27 responses. First, exposure to adversity and the dropout predictors identified in the literature were present in the stories of the participants. Second, higher income, better jobs, and respect and credibility motivated the participants. Second, higher income, better jobs, and respect and credibility motivated the participants to return to school. Third, positive adults, educational aspirations, and observing others achieving success enhanced the participants\u27 development of self-efficacy. Fourth, self-efficacy was found to influence the academic paths of resilience. The findings from this study can be used to inform school practices and program development. Based on the results of the interviews, students would benefit from the continued research of the effects of exposure to adversity, development of counseling and mentoring programs, increased vocational and job opportunities, and program development focused on enhancing student self-efficacy

An Analysis of how Self-Efficacy Relates to the Driver’s of the Active Sport Tourist

The active sport tourist is a subset within the tourism industry that can be further analyzed to understand this type of traveler. The driver’s of such a tourist include Risk Theory, Individual’s view, Geographical Approach, Role Theory, Consumer Behavior and Group Based Nostalgia. These drivers are compared and analyzed to self-efficacy and how a sport decision or destination relates to self-efficacy. The sources of self-efficacy are defined and an analysis of the active sport tourist’s relationship through the cognitive, motivational, affective and selection processes are explored

O papel da autoeficácia na prática musical de idosos: uma revisão de escopo

This study aims to characterize scientific production of knowledge about self-efficacy, the elderly and musical practices. This is a scoping review, based on searches covering the period from 2001 to 2021, resulted in the selection of nine articles that were published in the areas of psychology, music, health, and education. General self-efficacy was found as much as musical self-efficacy, with studies on sources of self-efficacy in the elderly in musical practice resulting in only one article being published in 20 years. The articles highlight the importance of the teacher in shaping the self-efficacy beliefs of elderly music practitioners. Sources of self-efficacy are considered a priority for music teachers, choirmasters, and facilitators in pedagogical activities. More research is needed on sources of self-efficacy, since self-efficacy beliefs can unfold in excellent learning strategies that generate self-confidence among elderly people.This study aims to characterize scientific production of knowledge about self-efficacy, the elderly and musical practices. This is a scoping review, based on searches covering the period from 2001 to 2021, resulted in the selection of nine articles that were published in the areas of psychology, music, health and education. General self-efficacy was found to be as much as musical self-efficacy, with studies on sources of self-efficacy in the elderly in musical practice resulting in only one article being published in 20 years. The articles highlight the importance of the teacher in shaping the self-efficacy beliefs of elderly music practitioners. Sources of self-efficacy are considered a priority for music teachers, choirmasters, and facilitators in pedagogical activities. More research is needed on sources of self-efficacy, since self-efficacy beliefs can unfold in excellent learning strategies that generate self-confidence among elderly people.Este estudo tem como objetivo caracterizar a produção científica do conhecimento sobre: autoeficácia, idosos e práticas musicais. Trata-se de uma revisão de escopo, baseada em pesquisas que abrangem o período de 2001 a 2021, que resultou na seleção de nove artigos publicados nas áreas de psicologia, música, saúde e educação. Os estudos abordam autoeficácia geral, autoeficácia musical e fontes de autoeficácia, sendo encontrado um único estudo sobre fontes de autoeficácia em idosos na prática musical publicado em 20 anos. Fontes de autoeficácia são consideradas prioritárias para professores de música, coralistas e facilitadores em atividades pedagógicas. Os artigos destacam a importância do professor na formação das crenças de autoeficácia dos praticantes de música idosos. Mais pesquisas são necessárias sobre fontes de autoeficácia, uma vez que as crenças de autoeficácia podem se desdobrar em excelentes estratégias de aprendizagem que podem gerar autoconfiança na população idosa

Sources of Self-Efficacy as Predictors of EFL Learners’ Course Performance

It is generally believed that self-efficacy as a psychological construct contributes to learning process and academic performance. The present study attempted to investigate the possible differences among self-efficacy sources as predictors of EFL learners’ academic achievement in educational settings. To this end, a questionnaire of EFL self-efficacy sources together with Nelson English Proficiency Test were administered among 219 senior EFL learners. The collected data were analyzed using multiple regression analysis. The results indicated that of the four sources of self-efficacy, only enactive mastery experience accounted for a statistically significant portion of the variance with course performance and, therefore, was a positive predictor of students’ course performance. The results of the present study imply that when learners continue to develop self-efficacy, they will have better English performance scores. It is also concluded that what an educational system needs to consider, in addition to general teaching and learning process, is focusing on personality features of learners. The findings of this study can, therefore, provide implications for researchers, teachers, materials developers, and syllabus designers

Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions

Students’ self-perceptions are a foundation for educational and psychosocial development. In order to investigate self-perceptions, we need to recognise the preconceptions (e.g. doubts and confidence) students hold about themselves. In this study, we examined 10–16-year-old students’ (N=599) self–perceptions from the viewpoints of the sources of self-efficacy in self-regulation and behavioural and emotional strengths. Specifically, we used descriptive analyses to examine whether students’ ages or received pedagogical support played a role in how they perceived themselves, and whether these viewpoints are related to each other. Our results indicate that, in general, primary school students perceived their sources of self-efficacy in self-regulation and strengths more positively than did lower secondary school students. However, the experience of stress and anxiety in task situations did not differ between the groups. Further, pedagogical support did not play a significant role in how primary school students perceived themselves, whereas in lower secondary school, significant differences were found in several areas. Finally, we found that the sources of self–efficacy in self-regulation and strengths were related in both primary and lower secondary school settings

Sources of Self-Efficacy as Predictors of EFL Learners’ Course Performance

It is generally believed that self-efficacy as a psychological construct contributes to learning process and academic performance. The present study attempted to investigate the possible differences among self-efficacy sources as predictors of EFL learners’ academic achievement in educational settings. To this end, a questionnaire of EFL self-efficacy sources together with Nelson English Proficiency Test were administered among 219 senior EFL learners. The collected data were analyzed using multiple regression analysis. The results indicated that of the four sources of self-efficacy, only enactive mastery experience accounted for a statistically significant portion of the variance with course performance and, therefore, was a positive predictor of students’ course performance. The results of the present study imply that when learners continue to develop self-efficacy, they will have better English performance scores. It is also concluded that what an educational system needs to consider, in addition to general teaching and learning process, is focusing on personality features of learners. The findings of this study can, therefore, provide implications for researchers, teachers, materials developers, and syllabus designers

SOURCES OF SELF-EFFICACY AND THEIR IMPLICATIONS ON SCIENCE TEACHER EDUCATION

Bandura’s reaction to the depictions of human agency that were propagated by the trait, behaviorist, and psychodynamic theories yielded the social cognitive theory. Through the social cognitive theory emerged the concept of self-efficacy. Self-efficacy is one’s judgment of the capabilities to bring about desired outcomes. An understanding of the concept of self-efficacy and its sources has implications for the training of pre-service science teachers to effectively teach science. This article aims to use theoretical and empirical studies concerning Bandura’s theoretical sources of self-efficacy - Enactive Mastery Experience, Vicarious Experiences, Verbal Persuasion, and Physiological and Psychological State – to guide science teacher educators in determining effective approaches to developing a sense of self-efficacy in their pre-service science teachers. The article summarizes each of the sources of self-efficacy. It simultaneously provides suggestions to science teacher educators for inculcating a high sense of self-efficacy in their pre-service science teachers.  Article visualizations