19.2.4: Motivation as Self-Efficacy
- Page ID
- 225559
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Define motivation.
- Explain the difference between intrinsic and extrinsic motivators.
- Describe how self-efficacy influences learning and behavior during middle childhood.
- Explain the concept of learned helplessness.
- Identify ways adults can support motivation and build children's self-efficacy.
- Recognize the role of peer comparison and self-assessment in shaping children’s beliefs about competence.
Extrinsic vs. Intrinsic Motivation
Both intrinsic and extrinsic motivators can drive children in middle childhood. Intrinsic motivation arises from within and reflects a genuine interest or enjoyment in the task itself. For example, a child might read books about animals simply because they find the topic fascinating or draw pictures because it feels fun and rewarding.
Extrinsic motivation, on the other hand, stems from external incentives, such as rewards, grades, or praise. A child might complete their homework to earn a sticker, win a prize, or avoid punishment. While extrinsic rewards can be effective in the short term, over-reliance on them may reduce intrinsic interest over time, especially if the task itself isn’t enjoyable (Deci & Ryan, 1985). Research indicates that motivation is strongest when children are given some autonomy and feel competent in their activities (Ryan & Deci, 2000).
Learned Helplessness and Self-Efficacy
A central component of motivation in this stage is self-efficacy, which refers to the belief that one can successfully complete a task or achieve a goal (Bandura, 1997). Children with high self-efficacy are more likely to take on challenges, persist through difficulties, and respond positively to setbacks. For example, a child who believes they can improve their math skills with practice is more likely to attempt difficult problems and seek help when needed.
In middle childhood, children are cognitively capable of comparing their abilities to those of their peers and making judgements about their competence in all developmental domains. This increased self-awareness means that self-efficacy beliefs become more differentiated (e.g., feeling confident in reading but not in sports) and more accurate. According to Bandura (1997), the most beneficial level of self-efficacy is one that matches or slightly exceeds a child’s actual abilities—enough to foster persistence without setting the child up for repeated failure.
Why Self-Efficacy Matters
When self-efficacy is too low, children may begin to feel that effort is pointless—no matter how hard they try, they won’t succeed. This mindset can lead to learned helplessness,
a state in which children believe they have no control over outcomes and stop trying to improve. Martin Seligman (1995) first identified this pattern in children who experienced repeated failure or received inconsistent feedback. These children often blame themselves for setbacks, see the situation as unchangeable, and generalize failure across many areas of life.
For instance, after failing a spelling test, a child with learned helplessness might say, “I’m bad at all schoolwork and I’ll never do well,” while a child with higher self-efficacy might say, “That test was hard, but I didn’t study enough. I’ll do better next time.”
Helping children develop realistic, positive beliefs about their abilities can significantly impact their academic and emotional well-being. Adults can support self-efficacy by:
- Setting achievable goals that match a child’s current skill level
- Offering encouragement that emphasizes effort and strategy over innate ability
- Giving children opportunities to experience success through practice and support
- Helping children reflect on progress and problem-solve when things are difficult
References, Contributors and Attributions
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Seligman, M. E. P. (1995). Learned optimism: How to change your mind and your life. Vintage.