DO NOT JUST

DREAM,
MAKE IT HAPPEN.
 JACK CANFIELD
An epitome of success, Jack Canfield has authored seven
books listed in the Guinness Book of World Records as New York
Times Bestseller, beating Stephen King.
He is the chairman and founder of The Canfield Training
Group; founder and former chairman of The Chicken Soup for the
Soul Enterprises; and was invited to a thousand radio and
television programs worldwide.
SELF-EFFICACY THEORY
 BIOGRAPHY OF ALBERT BANDURA
Albert E. Bandura was born in
Mundare, Alberta on December 4, 1925. He
was the youngest of six children. He grew up
with parents who put great emphasis on the
value of family life and education.
He took a summer job in Alaska after
his high school graduation. He then took an
introductory psychology course at the University
of British Columbia as a working student. In
three years time, he graduated with The
Bolocan Award in Psychology in 1949.
 BIOGRAPHY OF ALBERT BANDURA
He earned his master’s degree from he University of Iowa and his
PhD in Clinical Psychology in 1952. He had a postdoctoral position at the
Wichita Guidance Center before accepting his position as a faculty member
at the Stanford University in 1953, where he still works at present.
He was elected president of the American Psychological
Association (APA) in 1974 . He was awarded by APA for his distinguished
scientific contributions in 1980 and again in 2004 for his outstanding
lifetime contributions to psychology. In 2015, he was awarded the National
Medal of Science by President Barack Obama.
To date, he still continues to do researches such as self-efficacy,
stress reactions, and effects of modeling on human behavior, emotion, and
thought.
 BOBO DOLL EXPERIMENT (1950)

This experiment has proven right the hypothesis that social

modeling is a very effective way of learning. Dr. Bandura introduced
the social learning theory that focuses on what people learn from
observing and interacting with other people. The social cognitive
theory states that people are active participants in their environment
and are not simply shaped by the environment.
 SUMMARY OF SELF-EFFICACY THEORY
Weibell (2011) summarized Albert Bandura’s self-efficacy theory:
“Self-efficacy theory is based on the assumption that psychological
procedures serve as means of creating and strengthening expectations of
personal efficacy.”

 Self-efficacy theory distinguishes between expectations of efficacy and

response-outcome expectancies. According to Weibell (2011):

oEfficacy expectation - the conviction that one can successfully execute the
behavior required to produce the outcomes.

oOutcome expectancy - the person’s estimate that a given behavior will lead
to certain outcomes.
 SUMMARY OF SELF-EFFICACY THEORY
 Self-efficacy typically comes into play when there is an actual or
perceived threat to one’s personal safety, or one’s ability to deal with
a potentially aversive events. Increasing a person’s self-efficacy
increases their ability to deal with a potentially averse situation.

 Weibell (2011) stated that Dr. Bandura defined self-efficacy as

“people’s belief about their capabilities to produce designated levels
of performance that exercise their influence over events that affect
their lives.”
 SUMMARY OF SELF-EFFICACY THEORY
Acts of people with high assurance of their capabilities:
1. Approach difficult tasks as challenges to be mastered;
2. Set challenging goals and maintain strong commitment to them;
3. Heighten or sustain efforts in the face of failures or setbacks;
4. Attribute failure to insufficient effort or deficient knowledge and
skills which are acquirable; and
5. Approach threatening situations with assurance that they can
exercise control over them.
 SUMMARY OF SELF-EFFICACY THEORY
In contrast, people who doubt their capabilities:
1. Shy away from tasks they view as personal threats;
2. Have low aspirations and weak commitment to goals they choose to
pursue;
3. Dwell on personal deficiencies, obstacles they will encounter, ad all
kinds of adverse outcomes, rather than concentrating on how to
perform successfully;
4. Slacken heir efforts and give up quickly in the face of difficulties;
5. Are slow to recover their sense of efficacy following failure or
setbacks; and
6. Fall easy victim to stress an depression.
 SUMMARY OF SELF-EFFICACY THEORY
Four main sources of influence which a person’s self-efficacy is
developed and maintained:
1. Performance accomplishments or mastery experiences – “most
effective ways to create a strong sense of efficacy”
2. Vicarious experiences
3. Verbal or social persuasion – “a way of strengthening people’s
beliefs that they have what it takes to succeed”
4. Physiological (somatic and emotional) states
 SUMMARY OF SELF-EFFICACY THEORY
Since “ most human motivation is cognitively generated,’ self-
belief of efficacy is an important factor in human motivation. Beliefs of
self-efficacy work in coordination with the component skill and
incentive to act. Inasmuch as a person both the component skill
needed to succeed and the incentive to engage, self-efficacy plays an
important role in determining what activities a person will choose to
engage in, how much effort they will expend, and how long that effort
will be sustained when things get tough (Weibell,2011).
Expectation alone will not produced desired performance if the
component capabilities are lacking. Moreover, there are many things
that people can do with certainty of success but they do not perform
because they have no incentives to do so ( Weibell, 2011).
 SUMMARY OF SELF-EFFICACY THEORY

“Self-belief does not necessarily ensure success, but self-disbelief

assuredly spawns failure.” (Self-efficacy: Exercise of Control, 1997)

“People’s belief about their abilities have a profound effect on those

abilities. Ability is not a fixed property; there is huge variability in how
you perform. People who have a sense of self-efficacy bounce back
from failure; they approach things in terms of how to handle them
rather than worrying about what can go wrong.” (Self-efficacy: Exercise
of Control, 1996)
FIXED AND GROWTH
MINDSET THEORY
 BIOGRAPHY OF CAROL DWECK

Carol Dweck was born on

October 17, 1946. She graduated from
Bernard College in 1967 and earned
her PhD from Yale University in 1972.
She taught at Columbia University,
Harvard University, and University of
Illinois before joining Stanford
University in 2004.
 BIOGRAPHY OF CAROL DWECK

She is one of the leading researchers in the field of motivation

and is a Lewis and Virginia Eaton Professor of Psychology at Stanford
University. Her research focused on why people succeed and how to
foster success. She has been elected as one of the outstanding
scholars in Social Sciences at the American Academy of Arts and
Sciences. Her works has been featured in different publications like
The New Yorker Times, The New York Times, The Washington Post,
and The Boston.
 BIOGRAPHY OF CAROL DWECK
Dr. Dweck received the following awards:
• Book Award for Self-theories, World Education Federation (2004)
• Donald Campbell Career Achievement Award in Social Psychology,
Society for Personality and Social Psychology (2008)
• Award for Innovative Program of the Year, “ Brainology” (2008)
• Ann L. Brown Award for Research in Developmental Psychology,
University of Illinois (2009)
• Klingstein Award for Leadership in Education, Klingstein Center,
Columbia University (2010)
• Thorndlike Career Achievement Award in Educational Psychology,
American Psychological Association (2010)
 BIOGRAPHY OF CAROL DWECK
• Beckman Mentoring Award, Columbia University (2011)
• Distinguished Scientific Contribution Award, American
Psychological Association (2011)
• Gallery of Scientists, Federation of Associations in Behavioral &
Brain Sciences (2011)
• James McKeen Catell Lifetime Achievement Award, Association for
Psychological Science (2013)
• Distinguished Scholar Award, Society for Personality and Social
Psychology (2013)
 FIXED AND GROWTH MINDSET

People with fixed mindset….

 Believe that success is based on innate abilities
 Believe their basic abilities, their intelligence, their talents are
just fixed traits
 Have a certain amount and that’s that, and their gal is to look
smart all the time and never look dumb.
 Can be affected by subtle environmental cues
 FIXED AND GROWTH MINDSET
People with growth mindset….
 Believe that success is based on hardwork, learning, training, and
perseverance
 Do not mind or fear failure as much because they realize their
performance can be improved and learning comes from failure
 Understand that their talents and abilities can be developed
through effort, good teaching, and persistence.
 Believe that everyone get smarter if they work for it.
 Are more likely to continue working hard despite setbacks

 Dr. Dweck argues that the growth mindset will allow a person to live
a less stressful and more successful life.
GOAL SETTING THEORY
 BIOGRAPHY OF EDWIN A. LOCKE

Edwin A. Locke was born on January 5,

1938. He is Dean’s Professor (Emeritus) of
Leadership and Motivation at the Robert H.
Smith School of Business at the University of
Maryland, College Park. He received his BA
from Harvard in 1960 and his PhD in Industrial
Psychology from Cornell University in 1964.
He is internationally known for his
research on goal setting, which was ranked
number one in importance among 73
management theories.
 BIOGRAPHY OF EDWIN A. LOCKE
He has published more than 300 chapters, notes, and articles
in professional journals on such subjects as work motivation, job
satisfaction, incentives, and the philosophy of science. He is also the
author/editor of 12 books. He has been elected as Fellow of the
Association for Psychological Science, American Psychological Society,
the Academy of Management and has been a consulting editor for
leading journals.
 BIOGRAPHY OF EDWIN A. LOCKE
He was the winner of the Outstanding Teacher-Scholar Award
at the University of Maryland, Distinguished Scientific Contribution
Award of the Society for Industrial and Organizational Psychology, the
Career Contribution Award from the Academy of Management
(Human Resource Division), Lifetime Achievement Award from the
Academy of Management (Organizational Behavior Division) and the
James McKeen Catell Fellow Award from the American Psychological
Society.
He is also a writer and lecturer for the Ayn Rand Institute and
is interested in the application of the philosophy of objectivism to
behavioral sciences.
 GOAL SETTING THEORY
The goal setting theory was first studied by Dr. Locke in the
middle of 1960s. He continued to do more studies in relation to his
theory. In 1996, he published another article entitled “ Motivation
Through Conscious Goal Setting.” The article is about his 30 years of
research findings on the relationship between conscious performance
goals and performance on work tasks. The basic contents of goal
setting theory are summarized in terms of 14 categories of findings
discussed in the article.
The approach of the theory is based on what Aristotle called
final causality; that is, action caused by a purpose. It accepts the
axiomatic status of consciousness and volition. It also assumes that
introspective reports provide useful and valid data for formulating
psychological concepts, and measuring psychological phenomena.
 GOAL ATTRIBUTES
 Goals have both an internal and an external aspect:
 Internal (desired ends) – are ideas that guide action to attain the
object.
 External – refer to the object or condition sought (e.g. a job, a sale, a
certain performance level)
 Also, goals have two broad attributes:
 Content ( the actual object sought) – whatever a person is seeking
 Intensity (the scope, focus, and complexity, among others of the
choice process)
 14 RESEARCH FINDINGS
1. The more difficult the goal, the greater the achievement.
2. The more specific or explicit the goal, the more precisely
performance is regulated.
3. Goals that are both specific ad difficult lead to the highest
performance.
4. Commitment to goals is the most critical when goals are specific
and difficult.
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is important;
b. the individual is convinced that the goal is attainable.
 14 RESEARCH FINDINGS
6. In addition to having a direct effect on performance, self-efficacy
influences:
a. the difficulty level of the goal chosen or accepted;
b. commitment to goals;
c. the response to negative feedback or failure; and
d. the choice of task strategies.
7. Goal setting is the most effective when there is feedback that
shows progress in relation to the goal.
8. Goal setting (along with self-efficacy) mediates the effect of
knowledge of past performance on subsequent performance.
 14 RESEARCH FINDINGS
9. Goals affect performance by affecting the direction of action, the
degree of effort exerted, and the persistence of action over time.
10. Goals stimulate planning general.
11. When people strive for goals on complex tasks, they are least
effective in discovering suitable task strategies if:
a. they have no prior experience or training on the task;
b. there is high pressure to perform well; and
c. there is high time pressure
 14 RESEARCH FINDINGS

12. Goals (including goal commitment), in combination with self-

efficacy, mediate or partially mediate the effects of several
personality traits and incentives on performance.
13. Goal-setting and goal-related mechanisms can be trained and/or
adopted in the absence of training for the purpose of self-
regulation.
14. Goals serve as standards of self-satisfaction, with harder goals
demanding higher accomplishment in order to attain self-
satisfaction than easy goals.
CONCLUSION