Chapter

Self-Efficacy, Adaptation, and Adjustment

Part of the series The Plenum Series in Social/Clinical Psychology pp 281-303

Self-Efficacy and Education and Instruction

  • Dale H. SchunkAffiliated withDepartment of Educational Studies, Purdue University

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Abstract

Current theoretical accounts of learning and instruction postulate that students are active seekers and processors of information (Pintrich, Cross, Kozma, & McKeachie, 1986; Shuell, 1986). Research indicates that students’ cognitions influence the instigation, direction, strength, and persistence of their achievement behaviors (Schunk, 1989b; Weinstein, 1989; Zimmerman, 1990).