Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

By E. Usher, Frank Pajares. 2008

1,528 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5e51d475cd2e45c2f9087487d343bc0cdae0437c

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, positive): “Assessing vicarious experience has proven difficult in studies focused on the sources of students’ self-efficacy due in part to the fact that much social learning occurs implicitly (Usher and Pajares 2008).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “…appears reasonable considering that positive regard and encouragement from others as well as individual assistance in overcoming task-related difficulties could be particularly important for developing positive self-related beliefs (Harter, 1999; Lemay & Ashmore, 2006; Usher & Pajares, 2008).”
The study, evaluation, and improvement of university student self-efficacy (2016, methodology): “Specific measurement advice has been provided by Bandura (1997, 2006), Maurer and Andrews (2000), Schraw (2010), Usher and Pajares (2008), and Zimmerman (2008).”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, methodology): “We based this decision on previous reports that men and women may differ in how they weigh and interpret the hypothesized sources of self-efficacy (Usher & Pajares, 2008; Zeldin, Britner, & Pajares, 2008).”
The relationship of academic self-efficacy to class participation and exam performance (2011, positive): “These methods include providing feedback and encouragement, allowing for vicarious observation of similar peers overcoming obstacles to success, and promoting mastery of information related to an academic domain (Schunk and Meece 2006; Usher and Pajares 2008).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “In a recent critical review of existing literature, Usher and Pajares (2008) summarise a substantial body of evidence stating that mastery experiences appear indeed to be the best predictor for self-efficacy beliefs; however, contextual variables, among them gender, ethnicity and academic ability…”
Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016, background): “Similarly, as students learn and master skills, their beliefs in their capabilities to complete similar tasks successfully become stronger (Usher & Pajares, 2008).”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, background): “The theoretical framework involving the relations between the four sources of information and self-efficacy has been researched and validated in a number of nonexperimental studies (Usher & Pajares, 2008 ).”