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Self-Efficacy and Education and Instruction

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Self-Efficacy, Adaptation, and Adjustment

Part of the book series: The Plenum Series in Social/Clinical Psychology ((SSSC))

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).

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Author information

Authors and Affiliations

  1. Department of Educational Studies, Purdue University, West Lafayette, Indiana, 47907, USA

    Dale H. Schunk

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  1. Dale H. Schunk
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Editor information

Editors and Affiliations

  1. Department of Psychology, George Mason University, 22030, Fairfax, Virginia, USA

    James E. Maddux

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© 1995 Springer Science+Business Media New York

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Schunk, D.H. (1995). Self-Efficacy and Education and Instruction. In: Maddux, J.E. (eds) Self-Efficacy, Adaptation, and Adjustment. The Plenum Series in Social/Clinical Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6868-5_10

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  • DOI: https://doi.org/10.1007/978-1-4419-6868-5_10

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4757-6498-7

  • Online ISBN: 978-1-4419-6868-5

  • eBook Packages: Springer Book Archive

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