15.2: Self-Efficacy and Motivation

Another important development in self-understanding is self-efficacy, which is the belief that you are capable of carrying out a specific task or of reaching a specific goal (Bandura, 1977, 1986, 1997). Large discrepancies between self-efficacy and ability can create motivational problems for the individual (Seifert, 2011). If a student believes that they can solve mathematical problems, then the student is more likely to attempt the mathematics homework that the teacher assigns.

Unfortunately, the converse is also true. If a student believes that they are incapable of math, then the student is less likely to attempt the math homework regardless of the student's actual ability in math. Since self-efficacy is self-constructed, it is possible for students to miscalculate or misperceive their true skill, and these misperceptions can have complex effects on students' motivations. It is possible to have either too much or too little self-efficacy, and according to Bandura (1997) the optimal level seems to be either at, or slightly above, true ability.[1]

Figure \(\PageIndex{1}\): Families can support children’s social and emotional skills, and support the development of self efficacy in different situations..[2]

As we have seen, children’s experience of relationships at home and the peer group contributes to an expanding repertoire of social and emotional skills and also to broadened social understanding. In these relationships, children develop expectations for specific people (leading, for example, to secure or insecure attachments to parents), understanding of how to interact with adults and peers, and self-concept based on how others respond to them. These relationships are also significant forums for emotional development.[3]

Motivation and Self-Efficacy

In addition to being influenced by their goals, interests, and attributions, students’ motives are affected by specific beliefs about the student’s personal capacities. In self-efficacy theory the beliefs become a primary, explicit explanation for motivation (Bandura, 1977, 1986, 1997). Self-efficacy is the belief that you are capable of carrying out a specific task or of reaching a specific goal. As mentioned previously, the optimal level seems to be either at or slightly above true capacity (Bandura, 1997). As we indicate below, large discrepancies between self-efficacy and ability can create motivational problems for the individual.[4]

Motivation

Motivation refers to a desire, need, or drive that contributes to and explains behavioral changes. In general, motivators provide some sort of incentive for completing a task. One definition of a motivator explains it as a force “acting either on or within a person to initiate behavior.” In addition to biological motives, motivations can be either intrinsic (arising from internal factors) or extrinsic (arising from external factors).

Extrinsic vs. Intrinsic Motivation

Intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring. According to Deci (1971), these behaviors are defined as ones for which the reward is the satisfaction of performing the activity itself. Intrinsic motivation thus represents engagement in an activity for its own sake. For example, if comforting a friend makes a child feel good, they are intrinsically motivated to respond to their friend’s distress.

Extrinsically motivated behaviors, on the other hand, are performed in order to receive something from others or avoid certain negative outcomes. The extrinsic motivator is outside of, and acts on, the individual. Rewards—such as a sticker, or candy—are good examples of extrinsic motivators. Social and emotional incentives like praise and attention are also extrinsic motivators since they are bestowed on the individual by another person.

Figure \(\PageIndex{2}\): A lollipop can be an extrinsic motivator.[5]

Learned Helplessness and Self-Efficacy

If a person’s sense of self-efficacy is very low, he or she can develop learned helplessness, a perception of complete lack of control in mastering a task. The attitude is similar to depression, a pervasive feeling of apathy and a belief that effort makes no difference and does not lead to success. Learned helplessness was originally studied from the behaviorist perspective of classical and operant conditioning by the psychologist Martin Seligman (1995). In people, learned helplessness leads to characteristic ways of dealing with problems. They tend to attribute the source of a problem to themselves, to generalize the problem to many aspects of life, and to see the problem as lasting or permanent. More optimistic individuals, in contrast, are more likely to attribute a problem to outside sources, to see it as specific to a particular situation or activity, and to see it as temporary or time-limited. Consider, for example, two students who each fail a test. The one with a lot of learned helplessness is more likely to explain the failure by saying something like: “I’m stupid; I never perform well on any schoolwork, and I never will perform well at it.” The other, more optimistic student is more likely to say something like: “The teacher made the test too hard this time, so the test doesn’t prove anything about how I will do next time or in other subjects.”

Figure \(\PageIndex{3}\): If this girl thinks that studying won’t help her do well on the test, her low self-efficacy may develop into learned helplessness.[6]

What is noteworthy about these differences in perception is how much the more optimistic of these perspectives resembles high self-efficacy and how much learned helplessness seems to contradict or differ from it. As already noted, high self-efficacy is a strong belief in one’s capacity to carry out a specific task successfully. By definition, therefore, self-efficacy focuses attention on a temporary or time-limited activity (the task), even though the cause of successful completion (oneself) is “internal.”[7]

Attributions:

Child Growth and Development by Jennifer Paris, Antoinette Ricardo, and Dawn Rymond, 2019, is licensed under CC BY 4.0

[1] Lifespan Development - Module 6: Middle Childhood by Lumen Learning references Psyc 200 Lifespan Psychology by Laura Overstreet, licensed under CC BY 4.0

[2] Image is in the public domain

[3] Social and Personality Development in Childhood by NOBA is licensed under CC BY 4.0

[4] Child Development – Unit 5: Theories (Part II) by Lumen Learning references Educational Psychology by Kelvin Seifert and Rosemary Sutton, licensed under CC BY 4.0

[5] Image by strausadolf on Pixabay

[6] Image by amenclinicsphotos ac is licensed under CC BY-SA 2.0

[7] Child Development – Unit 5: Theories (Part II) by Lumen Learning references Educational Psychology by Kelvin Seifert and Rosemary Sutton, licensed under CC BY 4.0