When self-efficacy negatively relates to motivation and performance in a learning context

• 成果类型: Article; Proceedings Paper
• 署名作者: Vancouver, Jeffrey B.; Kendall, Laura N.
• 署名单位: University System of Ohio; Ohio University
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/0021-9010.91.5.1146
• 发表日期: 2006
• 页码: 1146-1153
• 关键词: self-regulation; self-efficacy; motivation; control theory; training

摘要

Recent reviews of the training literature have advocated directly manipulating self-efficacy in an attempt to improve the motivation of trainees. However, self-regulation theories conceive of motivation as a function of various goal processes, and assert that the effect of self-efficacy should depend on the process involved. Training contexts may evoke planning processes in which self-efficacy might negatively relate to motivation. Yet the typical between-persons studies in the current literature may obscure the effect. To examine this issue, 63 undergraduate students completed a series of questionnaires measuring self-efficacy and motivation before 5 class exams. Self-efficacy was negatively related to motivation and exam performance at the within-person level of analysis, despite a significant positive relation with performance at the between-persons level.