Self-Efficacy: Theory to Educational Practice

Abstract

The concept of self-efficacy has its root in social cognitive theory proposed by American Psychologist, Albert Bandura, responsible for immense contribution to the field of education and several fields of psychology i.e., Social Learning and Observational Learning, Bobo-Doll Experiment. After the publication of “Self-Efficacy: Towards a Unifying Theory of Behavioural Change -1977” incalculable research works in behavioural science accomplished to predict and explain human functioning and learning with self-efficacy. Further, the proponents associated with self-efficacy theory have extended social and observational learning emphasizing the role of self-efficacy beyond the boundary of educational psychology, spreading to diversified fields as psychopathology, health and medicine, political and social change, business and international affairs (Pajares, 1996, 2004). In present context, research in the area of student’s self-efficacy has earned growing consideration with academic motivation and achievement.  Evidence has shown that students having high self-efficacy choose to engage themselves in different academic domains for fostering development in their skills and abilities. When they have essential requisite skills, utilize their efforts to face difficulty in challenging tasks. This paper highlights self-efficacy theory, sources of efficacy beliefs- the key components in social cognitive learning theory and it describes the practical implication to the field of education. In addition, by demonstrating practical implications of self-efficacy theory, this paper suggests teachers and parents consider academic self-efficacy in academic world of students.