ABSTRACT
This chapter discusses a variety of beliefs about the “self.” Self-efficacy influences human behavior through cognitive, motivational, affective, and selection processes. Self-efficacy differs from other related constructs in that it refers to students’ beliefs that they can attain “designated types of performances and achieve specific results”. In addition to self-esteem and self-efficacy, a range of other terms such as possible selves, self-concept, and self-concept of ability are used, and often treated as if they are all interchangeable. Self-concept of ability, which emanates from a number of influential programs of research, is very similar to academic self-concept. Self-concept of ability can also be affected by the larger social context in which a student lives. Bandura’s work on self-efficacy originated in his more general work on social learning theory. Self-esteem is and should be a valued outcome in education.
