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
Self-efficacy beliefs differ from outcome expectations, judgments of the likely consequence [that] behavior will produce.
Measures of self-precept must be tailored to the domain of psychological functioning being explored.
To the extent that children with similar characteristics achieve comparable performance levels, using the performances of similar peers is likely to yield more accurate self-appraisal than using the accomplishments of dissimilar peers
Moreover, joint occurrences tend to be better recalled than instances when the effect does not occur. The proneness to remember confirming instances, but to overlook disconfirming ones, further serves to convert, in thought, coincidences into causalities.
One cannot afford to be a realist.
In the self-appraisal of efficacy, there are many sources of information that must be processed and weighed through self-referent thought
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
In any given instance, behavior can be predicted best by considering both self-efficacy and outcome beliefs . . . different patterns of self-efficacy and outcome beliefs are likely to produce different psychological effects
Very often we developed a better grasp of the subjects than the over worked teachers.
Comparative appraisals of efficacy require not only evaluation of one;s own performances but also knowledge of how others do, cognizance of nonability determinants of their performances, and some understanding that it is others, like oneself, who provide the most informative social criterion for comparison
The effects of outcome expectancies on performance motivation are partly governed by self-beliefs of efficacy
Many people who gain recognition and fame shape their lives by overcoming seemingly insurmountable obstacles, only to be catapulted into new social realities over which they have less control and manage badly. Indeed, the annals of the famous and infamous are strewn with individuals who were both architects and victims of their life courses.
A problem of future research is to clarify how young children learn what type of social comparative information is most useful for efficacy evaluation
Coping with the demands of everyday life would be exceedingly trying if one could arrive at solutions to problems only by actually performing possible options and suffering the consequences.