This article addresses the centrality of the self-efficacy mechanism in human agency. Self-per- cepts of efficacy influence thought patterns, actions, and emotional arousal. In causal tests the higher the level of induced self-efficacy, the higher the perfor- mance accomplishments and the lower the emotional arousal. Different lines of research are reviewed, show- ing that the self-efficacy mechanism may have wide explanatory power. Perceived self-efficacy helps to ac- count for such diverse phenomena as changes in coping behavior produced by different modes of influence, level of physiological stress reactions, self-regulation of refractory behavior, resignation and despondency to failure experiences, self-debilitating effects of proxy control and illusory inefficaciousness, achievement strivings, growth of intrinsic interest, and career pur- suits. The influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy. Psychological theorizing and research tend to cen- ter on issues concerning either acquisition of knowledge or execution of response patterns. As a result the processes governing the interrelation- ship between knowledge and action have been largely neglected (Newell, 1978). Some of the re- cent efforts to bridge this gap have been directed at the biomechanics problem—how efferent com- mands of action plans guide the production of ap- propriate response patterns (Stelmach, 1976,1978). Others have approached the matter in terms of algorithmic knowledge, which furnishes guides for executing action sequences (Greeno, 1973; Newell, 1973). ,

/pdf/self-efficacy-mechanism-in-human-agency-e3xanyzskl.pdf

Self-efficacy mechanism in human agency

The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.

Psychosocial Resilience and Protective Mechanisms

Psychosocial resilience and protective mechanisms.

Despite the clear importance of social and environmental' influences on creative performance, a social psychology of creativity is yet to be developed. Theory and research have focused almost exclusively on a personality approach to creativity and, to a lesser extent, a cognitive-abilities approach. Following a consideration of the definition and assessment of creativity, a componential framework for conceptualizing creativity is presented here. Including domain-relevant skills, creativity-relevant skills, and task motivation as a set of necessary and sufficient components of creativity, the framework describes the way in which cognitive abilities, personality characteristics, and social factors might contribute to different stages of the creative process. The discussion emphasizes the previously neglected social factors and highlights the contributions that a social psychology of creativity can make to a comprehensive view of creative performance. A striking feature of many phenomenological accounts of creativity is the degree to which outstandingly creative individuals feel influenced by social and environmental factors. In many cases, these factors are quite ordinary, mundane events; it appears that even seemingly insignificant features of the environment can be detrimental or conducive to creativity in some individuals. For example, in a letter to a friend, Tchaikovsky (1906) described the devastating effect that

http://psycnet.apa.org/doi/10.1037/0022-3514.45.2.357

The social psychology of creativity: A componential conceptualization.

Covariation: the ANOVA model ............................................................................... . Similarity and contiguity ...............................•.......................................................... Salience ................................................................................................................. . Primacy ................................................................................................................. .

/pdf/attribution-theory-and-research-1oqlftodpj.pdf

Attribution theory and research

Enemies of exploration: Self-initiated versus other-initiated learning.

Theory and research on the psychological construct of “fear of success” is reviewed in the context of Horner's original (1968) formulation of the motive. Both the validity and the reliability of the original measure are questioned in the light of the weakness of empirical support. The findings of subsequent research are organized in terms of what they contribute to a situational rather than a motivational interpretation of the data. Implications of these different views of the achievement behavior of females for changes in sex-role socialization are discussed.

Fear of Success: Attribution of Cause to the Victim.

Three analyses were done of the nonprogram content of children's television broadcast on Saturday mornings and weekday afternoons. The samples consisted of 86.5 representative hours of children's television collected during 1983, 1985, and 1987. Variations in nonprogram content were traced across the 3 years sampled, and by time slot, season, and network. The significant findings included: an increase in the total number of messages per hour, especially the number of product commercials; an increase in the percentage of commercials for toys and a decrease in the percentage for cereals; and a rise in the percentage of commericals with a program tie‐in in 1985, followed by a decline of such commercials in 1987.

Nonprogram content of children's television

The process of gender identity, described as the self-attribution of culturally bound concepts of masculinity and femininity, is traced throughout the period of development and linked to social competence. Three stages in the development of conscious gender identity are described — gender awareness, gender orientation, and gender identity — and the characteristics of each stage are outlined. Finally, the implications of this view of the process of gender identity formation are discussed, especially in relation to Bem's concept of androgyny.

Gender Identity and Social Competence.

Educational and Recreational Uses of Computer Technology: Computer Instruction and Video Games.

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