Self-Efficacy and Motivated Learning 1

There is growing evidence that students' beliefs influence their motivation and learning (Bandura, 1986; Brophy, 1983; Corno and Mandinach, 1983; McCombs, 1984; Nicholls, 1983; Rotter, 1966; Schunk, 1985b; Thomas, 1980; Weiner, 1979). In this chapter I will examine the role of perceived self-efficacy, or personal beliefs about one's capabilities to organize and implement actions necessary to attain designated levels of performance (Bandura, 1982, 1986). The central idea is that self-efficacy exerts an important influence on motivated learning, or motivation to acquire skills and knowledge rather than merely to complete activities (Brophy, 1983). I will use the expression self-efficacy for learning to refer to students' beliefs about their capabilities to apply their knowledge and skills effectively in instructional contexts and thereby learn new cognitive skills.