Self-Efficacy Theory in Education

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The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, methodology): “This is in tandem with the view that “people with low self-efficacy may believe that things are more difficult than they really are—a belief that can foster anxiety and stress and leave few choices for how to solve problems” (Schunk & DiBenedetto, 2016, p. 37).”
Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory (2021, background): “Amotivation is thus associated with theories concerning low expectancy and/or value (Wigfield et al., 2017), low self-efficacy (Schunk & DiBenedetto, 2016) and learned helplessness (Abramson, Seligman, & Teasdale, 1978).”
Associations Between Grit, Motivation, and Achievement in High School Students (2017, background): “By contrast, self-efficacy, task values, and goal orientations are defined and measured at the domain specific level, and have been shown to vary across different achievement domains (see Schunk & De Benedetto, 2016; Wigfield et al., 2015, for review).”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “A host of research has demonstrated that self-efficacy is a powerful predictor of success in a variety of settings (see Bandura, 1997; Schunk & DiBenedetto, 2016).”