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Abstract
During the past two decades, self-efficacy has emerged as a highly effective predictor
of students' motivation and learning. As a performance-based measure of perceived
capability, self-efficacy differs conceptually and psychometrically from related motivational
constructs, such as outcome expectations, self-concept, or locus of control. Researchers
have succeeded in verifying its discriminant validity as well as convergent validity
in predicting common motivational outcomes, such as students' activity choices, effort,
persistence, and emotional reactions. Self-efficacy beliefs have been found to be
sensitive to subtle changes in students' performance context, to interact with self-regulated
learning processes, and to mediate students' academic achievement. Copyright 2000
Academic Press.