Self Efficacy Beliefs Of Adolescents

The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.

Few academic issues are of greater concern to teachers, parents, and school administrators than the academic motivation of the adolescents in their care. There are good reasons for this concern. Students who are academically motivated perform better in school, value their schooling, are future-oriented in their academic pursuits, and possess the academic confidence and positive feelings of self-worth so necessary to increasing academic achievement. Because academically motivated students engage their schoolwork with confidence and interest, they are less likely to drop out of school, suffer fewer disciplinary problems, and prove resilient in the face of setbacks and obstacles. It is precisely because academic motivation is so essential to academic achievement that motivation has taken a place along with cognition as one of the most followed lines of inquiry in educational psychology. In this volume, we are fortunate to gather together some of the most eminent scholars who have written extensively about the academic motivation of adolescents. We are fortunate also in that they represent the varied theories and lines of inquiry that currently dominate research in this area. In all, we believe that in the dozen chapters that comprise this volume, the authors provide elegant insights regarding the academic and social motivation of adolescents that will prove of interest to researchers, students, teachers, school administrators, parents, policymakers, and all others who play a pivotal role or are otherwise invested in the lives of adolescents in today's society. It is our hope that these insights will not only further the conversation on adolescence and education, but will serve as the impetus for further research capable of generating the creative ideas, programs, and structures so necessary to better the lives of the young people in our care.

Do our expectancies about ourselves and about others have any effect on our actual experiences? Over fifty years of research studies suggest not only that this is the case, but also that our expectancies can shape other people’s experience in different contexts. In some cases they can help, but other times they can do harm instead. Interpersonal and Intrapersonal Expectancies provides a theory, a research review, and a summary of the current knowledge on intra- and interpersonal expectancy effects and related phenomena. Based on extensive study, and written by eminent experts from some of the world’s leading academic institutions, the book presents the most recent knowledge on social and psychological mechanisms of forming both intra- and interpersonal expectancies. It also considers how expectancies are sustained and what their consequences are, as well as discussing the latest theoretical concepts and the most up-to-date research on expectancy effects. This book represents the first review of the phenomenon of interpersonal expectancies in over 20 years, and the only publication presenting a complementary view of both intra- and interpersonal expectancies. It aims to open up a discussion between researchers and theoreticians from both perspectives, and to promote an integrative approach that incorporates both.

The volume addresses important issues of human adaptation and change.

This Book Would Provide A Vision Among Young Generation And Would Be Helpful To Develop The Insight Among Parents And Their Offspring. The Contents Of This Book Enlighten The Close Nexus Between Self Belief Of Teenagers / Adolescents And Parental Behaviour. The Authors Have Keenly Evaluated The Effect Of Parental Behaviour By Making It Clear That Personal Enhancement Of A Child Is Not A Single Day Job, It Takes Several Years For Developing A Healthy Personality And The Life Skills. A Realistic Self-Appraisal And Enhanced Self-Belief May Help A Child/ Teenager/ Student To Avoid Frustration, Anxiety And Depression And This Is Possible Only, When The Parents Are Able To Prove Themselves As 'Torch-Bearer'. The Parental Behaviour Acts As A Catalyst To Boost The Latent Talent Of An Adolescent, Which Also In-Turn Gives Clarity Of Perception With Reference To Any Of The Challenges, Which An Adolescent May Face During The Course Of His Life. A Positive And Matured Parental Behaviour Provides Guidance To The Child For Helping Him To Take His Own Decisions As And When Required. The Parents Generally Have A Tendency To Overestimate Or To Underestimate The Potentials / Capabilities Of Their Offspring. Similarly, Students Also Commit Mistake Of Wrong Appraisal Of Their Self-Worth And Caliber. This Book Would Certainly Help Such Parents And Adolescents To Develop The Realistic Approach For Their Self Assessment. This Book Would Be Useful For Teenagers, Adolescents, Parents And Counselors And To All Of Those Who Feel Concerned With The Younger Ones By Understanding Their Psychology And Personality Because The Global Development Of The World Lies On Their Shoulders.

The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features: Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. Commentaries – each section ends with a commentary that provides clear directions for future research.