#mastery experience

Source: https://en-forum.guildwars2.com/discussion/comment/920880#Comment_920880

The purpose of this study was to examine the influence of Albert Bandura’s four hypothesizedsources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore howthese sources differ as a function of gender and academic level (elementary, middle, high). Consistentwith the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other. As hypothesized, students’ perceived mastery experience accounted for the greatest proportion of the variance in writing self-efficacy. This was the case for girls and for boys, as well as for students in elementary school, middle school, and high school. Social persuasions and anxiety also predicted self-efficacy, albeit modestly. Vicarious experience did not predict writing self-efficacy. Girls reported greater mastery experience, vicarious experience, and social persuasions, as well as lower writing anxiety. Girls also reported stronger writing self-efficacy and were rated better writers by their teachers. Elementary school students reported stronger mastery experience, vicarious experience, and social persuasions than did either middle school or high school students. Elementary school students also reported stronger self-efficacy. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory

quote: Sewell, A., & St George, A. (2009). Developing efficacy beliefs in the classroom. The Journal of Educational Enquiry, 1(2).A strong correlation exists between high self-efficacy and selfregulatory strategies (cognitive and metacognitive), goal setting and successful performance (Bouffard-Bouchard, 1990; Locke & Latham, 1990; Pintrich & De Groot, 1990; Zimmerman & Martinez-Pons, 1992).