the fact that perceptions of efficacy may differ depending on whether the focus is on personal or professional efficacy. Efficacy tends to be situation-specific and context-specific, which means it may vary from one situation to another.
Self-efficacy is Linked to Motivation
Margolis and McCabe (2003) investigated the relationship between self-efficacy and motivation in students by exploring existing literature. The authors concluded that in order to reach the goal of helping the struggling learner with low self-efficacy, the teacher must develop high self-efficacy in students. For a student to increase their investment in effort and interest, overcome difficulties, and accept increased challenges, they must be motivated. This motivation is not likely when the student has low self-efficacy related to academic achievement. Thus in order to increase self-efficacy, the student must succeed on tasks that they expect to fail. The authors support these conclusions with earlier study findings: students who doubt their ability tend to participate less; and those who have a sense of efficacy for a particular task tend to participate more readily, work harder, persist longer when encountering difficulties, and achieve higher levels. Social cognitive theory is used to explain that the students with academic failures will have low academic self-efficacy.
Boyce (1995) studied the effects of self-efficacy on task performance (bowling) in a field-based study. Based on Bandura's theory it was proposed that behavioral changes could be mediated through the increasing of self-efficacy. For this study, baseline and performance/retention trials were analyzed with ANCOVA to measure effects of self-efficacy (goal setting and trail progression were also measured). Gender differences were established. Findings showed a significant main effect for self-efficacy in both genders. Study details were lacking in this report, however findings...