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Self-Efficacy as an Engaged Learner

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Abstract

Student underachievement brought about by low academic motivation is a major factor contributing to school dropout. Motivation affects students’ engagement, or how their cognitions, behaviors, and affects are energized, directed, and sustained during academic activities. According to Bandura’s social cognitive theory, self-efficacy (perceived capabilities for learning or performing actions at designated levels) is a key cognitive variable influencing motivation and engagement. The conceptual framework of social cognitive theory is described to include the roles played by vicarious, symbolic, and self-regulatory processes. We discuss how self-efficacy affects motivation through goals and self-evaluations of progress and how various contextual factors may influence self-efficacy. Research is described that relates self-efficacy to underachievement and dropout. This chapter concludes with programs designed to raise school success and recommendations for future research.

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Authors and Affiliations

  1. Department of Teacher Education and Higher Education, The University of North Carolina at Greensboro, Greensboro, NC, 27412, USA

    Dale H. Schunk Ph.D.

  2. Department of Educational Leadership and Cultural Foundations, The University of North Carolina at Greensboro, Greensboro, NC, 27412, USA

    Carol A. Mullen Ph.D.

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  1. Dale H. Schunk Ph.D.
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  2. Carol A. Mullen Ph.D.
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Correspondence to Dale H. Schunk Ph.D. .

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Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Schunk, D.H., Mullen, C.A. (2012). Self-Efficacy as an Engaged Learner. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_10

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