Outcome Expectancy in Social Cognitive Theory: The Role of Contingency in Agency and Motivation in Education
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| Title: | Outcome Expectancy in Social Cognitive Theory: The Role of Contingency in Agency and Motivation in Education |
|---|---|
| Language: | English |
| Authors: | Shell, Duane F. (ORCID |
| Source: | Theory Into Practice. 2023 62(3):255-265. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Outcomes of Education, Expectation, Beliefs, Student Motivation, Academic Achievement, Self Management, Self Efficacy, Social Theories, Personal Autonomy |
| DOI: | 10.1080/00405841.2023.2226558 |
| ISSN: | 0040-5841 1543-0421 |
| Abstract: | Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories of motivation and achievement in education and examining how outcome expectancy and related contingency beliefs like perceived instrumentality affect student motivation. Practical contingency-based approaches that educators at all levels can use to develop student outcome expectancies and ways to use outcome expectancies to motivate students are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397200 |
| Database: | ERIC |
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| Abstract: | Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories of motivation and achievement in education and examining how outcome expectancy and related contingency beliefs like perceived instrumentality affect student motivation. Practical contingency-based approaches that educators at all levels can use to develop student outcome expectancies and ways to use outcome expectancies to motivate students are discussed. |
|---|---|
| ISSN: | 0040-5841 1543-0421 |
| DOI: | 10.1080/00405841.2023.2226558 |
