Albert Bandura
Albert Bandura
Albert Bandura OCis a psychologist who is the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University. For almost six decades, he has been responsible for contributions to the field of education and to many fields of psychology, including social cognitive theory, therapy, and personality psychology, and was also influential in the transition between behaviorism and cognitive psychology. He is known as the originator of social learning theory and the theoretical construct of self-efficacy, and is...
NationalityCanadian
ProfessionPsychologist
Date of Birth4 December 1925
CountryCanada
Albert Bandura quotes about
Incongruities between self-efficacy and action may stem from misperceptions of task demands, as well as from faulty self-knowledge
Discrepancies between self-efficacy judgment and performance will arise when either the tasks or the circumstances under which they are performed are ambiguous
If you look at our theories of social pathology and then at the dismal conditions in which children grow up in our ghettos, you would predict that all of them would be on drugs or psychological basket cases. Yet if you use criteria like gainful employment, forming partnerships and life without crime, you will find that most of those kids make it.
Self-percepts foster actions that generate information, as well as serve as a filtering mechanism for self-referent information in the self-maintaining process
Perceived self-efficacy influences the types of causal attributions people make for their performances
Misbeliefs in one's inefficacy may retard development of the very subskills upon which more complex performances depend
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
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
People who hold a low view of themselves [will credit] their achievements to external factors, rather than to their own capabilities
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
How children learn to use diverse sources of efficacy information in developing a stable and accurate sense of personal efficacy is a matter of considerable interest
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
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
The satisfactions people derive from what they do are determined to a large degree by their self-evaluative standards