DON’T JUST

DREAM, MAKE
IT HAPPEN
CHAPTER 11
Learning Outcomes
Use Bandura’s Self-efficacy theory for self-
assessment.
Differentiate growth and fixed mindset by
Dweck
Design personal goals adapting Locke’s goal
setting theory
Activity
Answer the following questions and
share it in class:
Who are you or what you become:
5 years from now?
10 years from now?
20 years from now?
Abstraction
Albert E. Bandura’s Self Efficacy
Self-efficacy refers to an individual's
belief in his or her capacity to execute
behaviors necessary to produce specific
performance attainments (Bandura,
1977, 1986, 1997).
Self-Efficacy
 Self-efficacy reflects confidence in the ability to
exert control over one's own motivation, behavior,
and social environment.
 Self-efficacy is based on the assumption that
psychological procedures serve as a means of
creating and strengthening expectations of personal
efficacy.
Self-Efficacy, Self-Esteem, Self-
Confidence (Know the difference)
 Self- confidence = belief in self ability although have zero knowledge with what
they need to deal with but willing to try.
 Self efficacy = belief in self ability to do a specific task after have some knowledge
about what they need to deal with and willing to try.
 Self-esteem = is an individual's subjective evaluation of their own worth. Self-
esteem encompasses beliefs about oneself as well as emotional states, such as
triumph, despair, pride, and shame.
 Self-respect
People with self-efficacy:
 1. Approach difficult tasks as challenges to be mastered
 2. Set challenging goals and maintain strong commitment to them
 3. Heighten or sustain efforts in the face of failures or setbacks
 4. Attributefailure to insufficient effort or deficient knowledge and
skills which are attainable
 5. Approach threatening situations with assurance that they can
exercise control over them
People who doubt their capabilities:

 Shy away from tasks they view as personal threats

 Have low aspirations and weak commitment to goals they choose to pursue.
 Dwell on personal deficiencies, obstacles they will encounter, and all kinds of
adverse outcomes, rather than concentrating on how to perform successfully
 Slacken their efforts and give up quickly in the face of difficulties
 Are slow to recover their sense of efficacy following the failure or setbacks
 Fall easily victim to stress and depression
Four main sources of influence by which a
person’s self-efficacy is developed.

 1. Performance accomplishments or mastery experiences

 2. Vicarious experiences
 3. Verbal or social persuasion
 4. Psychological (somatic and emotional) states
Carol S. Dweck’s Fixed and Growth
Mindset Theory
 People who believe that success is based
on their innate abilities have a “fixed”
theory of intelligence or “fixed
mindset”.
 People who believe that success is based
on hard work, learning, training, and
perseverance have growth theory of
intelligence or “growth mindset”.
 Fixed Mindset
1. Dread failure because it is a
negative statement on their basic
abilities.
2. Believe in their basic abilities,
intelligence, and their talents as
fixed traits.
3. Affected by subtle
environmental cues
(Praises)
Growth Mindset
1. Don’t mind or fear failure as
much because they realize their
performance can be improved and
learning comes from failure.
2. Their talents and abilities can be
developed through effort, good
teaching, and persistence.
3. Continue working hard despite
setbacks
Edwin A Lock’s Goal Setting Theory
• Based on causality- action caused by
purpose
• Goals have an internal and external
aspect.
• Internal aspect:
• Ideas (desired ends)
• External aspect:
• Object or conditions sought (e.g. a
job, a sale, a certain performance
level)
Goal Setting Theory
Two broad attributes of goals:
Content (actual object sought)
Intensity (the scope, focus, and complexity)
Qualitatively- the content of a goal is whatever the
person is seeking.
Quantitatively
Difficulty
Specificity
Edwin A. Locke’s 14 Research
Findings
1. The more difficult the goal, the greater the
achievement.
2. The more specific or explicit the goal, the more
precisely performance is regulated.
3. Goals that are both specific and difficult lead to
the highest performance.
14 Research Findings
 4.Commitment to goals is most critical when goals are
specific and difficult.
 5. High commitment to goals is attained when:
 A. the individual is convinced that the goal is important.
 B. the individual is convinced that the goal is attainable
(or that, at least, progress can be made towards it.)
14 Research Findings
 6. Self- efficacy influences
 The difficulty level of the goal chosen or accepted
 Commitment to goals
 The response to negative feedback or failure
 The choice of task strategies
 7.Goal setting is most effective when there is feedback that shows
progress in relation to the goal.
 8.Goal setting (along with self-efficacy) mediates the effect of
knowledge of past performance on subsequent performance.
14 Research Findings
 9.Goals affects performance by affecting the direction of
action, the degree of effort exerted, and the persistence of
action over time.
 10. Goals stimulate planning in general.
 11. When people strive for goals on complex tasks, they
are least effective in discovering suitable task strategies if:
 They have no prior experience or training on the task.
 There is high pressure to perform well.
 There is a high pressure to perform well immediately.
14 Research Findings
 12. Goals (including goal commitment) in combination with self-
efficacy, mediate or partially mediate the effects of several
personality traits, and incentives on performance.
 13. Goal-setting and goal-related mechanisms can be trained and
or adopted in the absence of training for the purpose of self
regulation.
 Ex. Goal setting and goal related mechanism can be natural to us without
the need for formal training.
14 Research Findings

 14. Goals serve as standards of self-satisfaction, with

harder goals demanding higher accomplishments in order
to attain self-satisfaction than easy goals.
 Goalscan be used to enhance task interest, reduce boredom, and
promote goal clarity.
 When used to punish or intimidate people, however, goals
increases stress and anxiety.