A Longitudinal Investigation of the Self-Efficacy - Performance Relationship in University Classes
Self-efficacy, the belief in one’s ability to perform a task, has occupied a central place in understanding self-regulated and goal-oriented behavior. An abundance of research suggests that there is a positive, reciprocal relationship between self-efficacy and performance such that past performance informs one’s self-efficacy beliefs and self-efficacy beliefs positively affect subsequent performance. However, a growing body of evidence suggests that the positive effect of self-efficacy on future performance may be a statistical artifact and that once past performance is controlled, the effect of self-efficacy on future performance is non-existent or possibly deleterious. The implications of this finding have the potential to change the way goal progress is monitored and encouraged, especially in education contexts. The purpose of this project is to build upon the evidence surrounding this controversial finding by examining the self-efficacy – performance relationship using appropriate research methodologies in a university class setting.
Morse, Brendan (2011). A Longitudinal Investigation of the Self-Efficacy - Performance Relationship in University Classes. CARS Summer Grants. Item 10.
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