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Somewhat differently, self-efficacy theory emphasizes individuals' self-beliefs about having the skills and resources to succeed at a task as the core of the motivational process (Bandura, 1997; Schunk & DiBenedetto, this volume; Schunk & Pajares, 2008), and self-concept theory focuses on people's broader self-perceptions of ability (Hattie, 2014; Marsh & Shavelson, 1985).
For example, self-efficacy theory attends to vicarious expe- riences of observing similar others' success at a task, as well as social persuasion by significant others, as influencing individuals' self-efficacy beliefs (Bandura, 1997; Usher & Pajares, 2008).
The construct coined "teacher efficacy" was originally based in Rotter's (1966) locus of control theory and was later adapted to reflect Bandura's (1977) self-efficacy theory by Gibson and Dembo (1984).
Self-Efficacy Theory
This is troubling as much of the published research from 1984 to 1998 used the Teacher Efficacy Scale (a measure of locus of control) to measure teacher efficacy, yet relied on self-efficacy theory to explain the findings.
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