Excerpts from Self-Efficacy:
The Exercise of Control
Dislodging
a low sense of personal efficacy requires explicit, compelling feedback
that forcefully disputes the preexisting disbelief in one's capabilities.
~ Albert Bandura, Self-Efficacy: The Exercise of Control, p.
82
Self-beliefs
that have served a protective function for years are not quickly discarded.
~ Albert Bandura, Self-Efficacy: The Exercise of Control, p.
83
The road to
proficiency is marked by spurts, setbacks, and periods of little or no
progress. ~ Albert Bandura, Self-Efficacy: The Exercise of Control,
p. 86
Much time
is spent on plateaus with small gains in between. ~ Albert Bandura, Self-Efficacy:
The Exercise of Control, p. 86
Complacent
self-assurance creates little incentive to expend the increased effort
needed to attain high levels of performance. ~ Albert Bandura, Self-Efficacy:
The Exercise of Control, p. 98
Persuasory
mentors must be good diagnosticians of strengths and weaknesses and knowledgeable
about how to tailor activities to turn potentiality into actuality. Moreover,
to ensure progress in personal development, skilled efficacy builders
encourage people to measure their successes in terms of self-improvement
rather than in terms of triumphs over others. Mere pronouncements of capacity
to shape the course of one’s life without providing efficacy-affirming
experiences along the way become empty homilies. ~ Albert Bandura, Self-Efficacy:
The Exercise of Control, p. 106
Excerpts from "Swimming
Against the Mainstream"
A responsible
social science must concern itself not only with the advancement of knowledge,
but with the social effects of its applications. ~ Bandura (2004), p.
619
People have
to live with a psychic environment that is largely of their own making.
~ Bandura (2004), p. 623
People are
producers of their life circumstances not just products of them. ~ Bandura
(2004), p. 623
We profit
little from our successes in psychology because we lack effective diffusion
models. ~ Bandura (2004), p. 626
Excerpts from Educational
Psychology: A Century of Contributions
Chapter 18: Albert Bandura: The Scholar and His Contributions to
Educational Psychology
"The
content of most textbooks is perishable, but the tools of self-directedness
serve one well over time." ~ Albert Bandura, as quoted in Barry Zimmerman
& Dale Schunk's "Albert Bandura: The Scholar and His Contributions
to Educational Psychology"
The humor
and yet pathos of these social learning experiences left an indelible
mark on Bandura's understanding of the human condition—an enduring
appreciation of the value of human agency, even among the dispossessed,
in a world of real consequences. ~ Barry Zimmerman & Dale Schunk,"Albert
Bandura: The Scholar and His Contributions to Educational Psychology"
Bandura focused
on how to make "chance" opportunities happen through an inquisitive
life and on how to exploit these opportunities through self-development.
~ Barry Zimmerman & Dale Schunk,"Albert Bandura: The Scholar
and His Contributions to Educational Psychology"
[Bandura]
viewed perceived efficacy as the foundation of human motivation and action.
~ Barry Zimmerman & Dale Schunk,"Albert Bandura: The Scholar
and His Contributions to Educational Psychology"
Teachers
and peers are attracted to prosocial children and provide them greater
academic support and guidance. Prosocial students thus proactively created
social environments that are conducive to their academic development.
~ Barry Zimmerman & Dale Schunk,"Albert Bandura: The Scholar
and His Contributions to Educational Psychology"
The paths
that lives take are influenced by the interplay of diverse evens in which
individuals play an agentic role. ~ Barry Zimmerman & Dale Schunk,"Albert
Bandura: The Scholar and His Contributions to Educational Psychology"
[Bandura's
conception of learning] involves the development of self-beliefs and self-regulatory
capabilities of students to educate themselves throughout their lifetime.
~ Barry Zimmerman & Dale Schunk, "Albert Bandura: The Scholar
and His Contributions to Educational Psychology"
Students'
self-efficacy beliefs not only enhance academic achievement, they promote
intrinsic interest and reduce academic anxiety. Contrary to common belief,
academic anxiety is an effect of perceived efficacy, not a determinant
of academic performance. ~ Barry Zimmerman & Dale Schunk, "Albert
Bandura: The Scholar and His Contributions to Educational Psychology"
Traits are
essentially clusters of habitual behaviors, not the structure of personality.
~ Barry Zimmerman & Dale Schunk, "Albert Bandura: The Scholar
and His Contributions to Educational Psychology"
Visit Professor Bandura's
web site:
http://www.emory.edu/EDUCATION/mfp/Bandura
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