What is the Social cognitive theory?

Bandura (1986) developed the social cognitive theory, which can provide understanding of self-efficacy and the dynamics related to it. Bandura (1986) defines self-efficacy as peoples’ certainty in their capability to perform an action or duty. Self-efficacy is linked to making decisions, formulating a plan of action, and maintaining the effort (Bandura, 1986).

Individuals’ self-efficacy enables them to motivate the decisions they make and inevitably their courses of action (Pajares & Schunk, 2001). People are more likely to engage and involve themselves in activities and tasks in which they feel confident and avoid activities where they doubt their abilities (Vuong et al., 2010).

Motivation to act and perform a task is limited when a person has the impression that he or she cannot produce the desired effect or response (success) (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996).

Bandura et al. (1996) propose that self-efficacy beliefs influence ambition, drive, persistence in the face of challenges, and susceptibility to pressure and stress. Self-efficacy beliefs can foster strong academic aspirations leading to great academic achievement.

Academic selfefficacy can be a protective factor against the stress and depression related to the academic workload and demands. Therefore, self-efficacy can promote psychological well-being (Bandura et al., 1996).

The above-mentioned psychological processes, which are influenced by self-efficacy beliefs, also encourage intellectual development (Bandura et al., 1996). Academic aspirations and the quest for knowledge stimulate and encourage intellectual development. There are four identified sources of self-efficacy.

These sources have an influence on how self-efficacy is constructed.

1) support and persuasion from parents;
2) cognitive processes;
3) identifying with a model through observational learning;
4) past performances or experiences (Bandura, 1986).

These four sources are the foundations of self-efficacy.