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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.
Authors: Shell, Duane F.
Source: Theory Into Practice. Summer2023, Vol. 62 Issue 3, p255-265. 11p.
Subjects: Social cognitive theory, Motivation (Psychology), Self-efficacy, Academic achievement
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. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00405841.2023.2226558
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              Text: Summer2023
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