Self-Efficacy

Introduction

Self-efficacy theory is concerned with specifics. In any given situation, it can be used to understand why a person undertakes a task, why they persevere in the task (or not), and to offer ways individuals can “exercise some influence over how they live their lives” (p. 10). Individuals develop a sense of self efficacy for myriad aspects of their lives on a continuing basis. They assimilate data from four main sources for their efficacious self concept, namely, enactive mastery events, verbal persuasion, vicarious experience, and physiological cues. As individuals interpret and internalize the meanings they attribute to the data from these sources, their sense of self efficacy increases or diminishes for any given task based on that interpretation.

Nature of efficacy

Theoretically, as these efficacies are internalized, they become strong predictors of performance. In general, as a person's sense of efficacy for a specific task increases, they are more likely to engage in such tasks. If a person believes they can accomplish something, they will attempt it with less apprehension. As successful completion of tasks continues, efficacy grows for those tasks and they will be undertaken with greater confidence in the future. Lack of success often leads to a sense of decreased self efficacy and such unsuccessful tasks will be approached with greater trepidation. Easy successes also fail to equip people for challenge; their efficacy is weak and easily broken in the face of tribulation. On the other hand, persistent effort in the face of difficulties tends to increase efficacy. As obstacles are faced and overcome, efficacy grows and is strengthened.

The most effective tools for developing efficacy are enactive mastery experiences. Such experiences create a sense of efficacy that not only applies to the task at hand, but also develops a generalized sense of efficacy that can be transferred over to other similar endeavors. Efficacy can be fostered by breaking down tasks into incrementally more difficult steps. As each step is attempted and accomplished, efficacy grows and is strengthened. Competence, likewise, grows with consistent, sustained effort.

But, because of diverse influences in the world, there are multiple and varied relationships between efficacy and outcomes. Outcomes cannot be predicted by efficacy alone. However, efficacy can be used to explain individuals' willingness to reattempt tasks that may have been insurmountable on a previous occasion. People with a strong sense of efficacy – who believe they are capable of the task – will be more likely to attribute failure to outside sources. Weak efficacy induces people to internalize the failure as a result of their lack of skill.

All in the family

Efficacy has significant implications for parenting, youth development, and recreational behavior. First, parents have a strong role in developing efficacy in their children. In early ages, children are more susceptible to the influence of verbal suggestions of efficacy. If parents belittle children or say they cannot do something, children are more likely to retain that assessment as their self-referent thought.

Parents can help instill in young children a sense of efficacy and foster autonomy or a sense of intrinsic motivation to do any given task. It would seem that those with a hefty sense of self efficacy would be more likely to be intrinsically motivated to pursue new skills or to perfect skills they already have.

In the same vein, parents are almost automatically a role model for what a child senses they can become. Therefore, the parental demonstration of tasks successfully will give a child a sense that they can accomplish those tasks as well. The parent models behavior that will build or inhibit efficacy within their child. Children who frequently see their parent give up on a task will likely believe that they cannot do the task either. Perhaps the children, so trained, would not even try. In the worst case, this interaction becomes a cycle of despondency that is difficult to shake.

Recreation

Recreation provides an ideal setting for efficacy development. Many recreational activities tend to be task or goal oriented. Many require specialized skills. Basketball, mountain biking, climbing, even bowling each have skills that are necessary for continued participation. If parents teach skills incrementally, children will often attain the various skills and, along with them, a sense of efficacy that they are capable of more.

Conversely, parents who expect large progress in skills quickly and who express disappointment or frustration at lack of progress will often debilitate their children's sense of their ability to accomplish the task. Probably there are many who have given up on sports or other skilled activities because they were not able to master the skills quickly and became increasingly frustrated at the effort.

Children who repeatedly entertain the message that they are incompetent develop a global sense of inefficaciousness. Perhaps this inefficacy produces a sense of malaise. It might even result in a backward socialization that induces maladaptive behavior patterns. It could be related somewhat to the concept of anomie, where individuals have lost a sense of control over their own fate, such as in a state where anarchy reigns instead of government. Anomie is connected to higher rates of suicide. For some, when a sense of efficacy is abolished, in its place arises despair.

While most people don't end up despondent, there is a phenomenon of people relinquishing their control over outcomes. When people's sense of efficacy is weak toward certain behaviors, they are all-too willing to hand over the responsibility to others. They may have the requisite skills, but lack the confidence to use them. As a result, when they fail to use their skills their competence diminishes and probably their already-weak efficacy as well. Their sense of inefficaciousness can become self-fulfilling prophesy.

Conclusion

Self-efficacy theory explains motivation in a variety of contexts. Its tenets offer researchers, parents, recreation practitioners, and hosts of others a viable and valuable tool for understanding the undergirding of our disposition to act.



References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.