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Bandura's Self-efficacy Theory
Albert bandura, the founder of social learning theory, put forward the self-efficacy theory from the perspective of social learning in 1982 to explain the causes of motivation in special situations. Self-efficacy is an individual's subjective evaluation of his ability to complete a certain job. The result of evaluation will directly affect a person's behavior motivation. Once the theory of self-efficacy was put forward, it aroused great interest of motivational psychologists.
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Bandura's Self-efficacy Theory
Albert bandura, the founder of social learning theory, put forward the self-efficacy theory from the perspective of social learning in 1982 to explain the causes of motivation in special situations. Self-efficacy is an individual's subjective evaluation of his ability to complete a certain job. The result of evaluation will directly affect a person's behavior motivation. Once the theory of self-efficacy was put forward, it aroused great interest of motivational psychologists.
One of Bandura's main contributions to psychology lies in his social learning theory. In social learning theory, we can see both the shadow of behaviorism and the influence of cognitive psychology. He insists on some basic viewpoints of behavioral psychology, such as emphasizing the study of human behavior, emphasizing objective research principles and emphasizing the strengthening role in learning; On the other hand, he also discussed the internal psychological process and emphasized the intermediary role of self-factors in behavior. He advocates the combination of behavior and cognition; Some people think that human behavior must be explained by the interaction between environment, behavior and people.
Bandura's social learning theory has a different understanding of learning from traditional behaviorism. Traditional behaviorists believe that learning is based on direct experience, while Bandura believes that besides direct learning, it is more important that people can learn indirectly through observation. Most of people's social behaviors are obtained through observation and learning. "Observational learning" is an important concept of Bandura's social learning theory, also known as "alternative learning". In Bandura's words, "an alternative learning event can be defined as: by observing others' behaviors and their reinforcement results, a person obtains some new responses or corrects the existing behavioral response characteristics." At the same time, in this process, the observer did not have a clear demonstration reaction. "From this definition, we can see the following characteristics of observational learning: first, observational learning does not necessarily have an explicit response; Second, observational learning does not depend on direct reinforcement; Thirdly, cognitive process plays an important role in observational learning. Therefore, Bandura believes that reinforcement includes vicarious reinforcement and self-reinforcement, in addition to the external reinforcement of direct behavior consequences. Vicarious reinforcement refers to the observation that when others' behaviors are reinforced by rewards and punishments, they also indirectly reinforce their own behaviors. Self-reinforcement means that people adjust their behavior through self-reward and punishment according to some internal behavior standards set by themselves in the process of action. Self-efficacy theory is developed from these two kinds of reinforcement. Bandura believes that reinforcement is not a necessary condition for learning that traditional behaviorists think, but a promoting condition. For example, children like to play "play house" games, and they will still have a good time without external reinforcement.
Vicarious reinforcement's mechanism of action can be described as follows: when observing other people's behavior, one will have two kinds of understanding: one is to realize what the result of the behavior is, such as external feedback and reinforcement; The other is to realize the difficulty of this task and its behavior. These two understandings will affect the observer's expectation of imitating this behavior, which includes two components: the expectation of the result of the action and the expectation of engaging in this behavior. These two kinds of expectations will have an important influence on whether the observer takes this kind of behavior. Self-reinforcement emphasizes whether the action has reached its own expected standard, so that it can be internally strengthened through self-reward and punishment. People always have their own expectations in the process of action. If they meet their expectations, they will act more actively, otherwise they will change their actions.
Through the in-depth study of vicarious reinforcement and self-reinforcement, Bandura discovered the importance of self-regulation. He pointed out that the role of reinforcement is to stimulate and maintain the motivation of behavior in order to control and regulate human behavior. The mechanism of this effect lies in the expectation of subsequent behavior formed from past experience. He divided this expectation into two types: result expectation and efficiency expectation. Outcome expectation refers to people's speculation that some behavior of their own will lead to some result. If people predict that a particular behavior will lead to good results, then this behavior will be activated and selected. Efficiency expectation refers to people's speculation or judgment on their ability to perform a certain behavior, which is a subjective evaluation of their ability. On the basis of "efficiency expectation", Bandura put forward "self-efficacy" and conducted in-depth research.
Enlightenment of self-efficacy theory
Enlightenment of self-efficacy theory on nursing work
1. Nursing managers should constantly improve their sense of self-efficacy to meet the needs of nursing mode and management in the 2/kloc-0 century. The improvement of self-efficacy comes from the improvement of psychological quality, professional nursing theory and skills, constantly accepting and summarizing new technologies and knowledge, and establishing a solid self-efficacy through experience and lessons.
2. Nursing managers should learn to use the thinking mode of evidence-based nursing, apply nursing scientific research achievements, new knowledge, new theories and new skills to nursing clinical practice, and establish the concept of guiding practice with research and driving practice with research. Ask nursing questions to find evidence, and use the evidence to care for patients, thus enhancing self-efficacy.
3. Nursing managers should pay attention to tapping human resources, improve their subordinates' sense of self-efficacy, be good at discovering their potential abilities, and create opportunities and development space for them to develop and display their talents, thus improving the team's sense of self-efficacy.
4. Nursing managers should pay attention to the influence of self-efficacy on nursing staff. Although the influence of substitute experience is not as strong as that of direct experience, it is also the main source of self-efficacy information. Therefore, nursing managers should strive to improve their professional quality and psychological quality, which will have a positive impact on the establishment of nurses' self-efficacy. Improve self-efficacy through professional study.
To sum up, the theory of self-efficacy enriches the study of human behavior and motivation, and also provides a theoretical framework for clinical nursing management, which inspires clinical nursing managers and practitioners to improve their self-efficacy and will certainly promote the development of clinical nursing.
Enlightenment of Self-efficacy Theory on Vocational Education
According to Bandura's ego; Possibility theory, self-efficacy is closely related to students' learning motivation, academic performance, quality improvement and ability development. Through long-term practical work in the field of vocational education, the author thinks that it is of great significance to analyze the present situation of students' self-efficacy in vocational schools and study the ways and methods to improve students' self-efficacy level.
1. The current situation and causes of students' self-efficacy in vocational schools. Relatively speaking, the level of self-efficacy of vocational school students is relatively low, mainly because (1) past success or failure experiences have affected the formation of self-efficacy. Most vocational school students fail in the joint entrance examination, and naturally they have doubts about their learning ability, which is characterized by low self-efficacy. Although some students have various specialties and hobbies, in the fierce competition for further education in middle schools, the evaluation criteria of family, society and school are too simple, and students are judged only by their academic performance. Students rarely or never fully display their own strengths and experience the chance of success, and they can't strengthen their sense of self-efficacy.
(2) The formation of self-efficacy is influenced by the substitute experience gained by observing others. In recent years, the abnormal and irrational social employment atmosphere has caused many students to have the misunderstanding that "no matter how good their grades are, it is useless", which has led them to make no progress in their studies and weakened their motivation to improve their learning efficiency.
(3) The inducement of public opinion and teachers' mistakes. Bad expectations play an important role in the formation of vocational school students' sense of self-efficacy. For example, people (including parents, society and teachers) have a wrong prejudice against vocational school students, thinking that vocational school students are "inferior" to students in key high schools. This kind of subjective impression, consciously or unconsciously revealed in various occasions, will seriously affect students' sense of self-efficacy.
(4) Environmental impact. Vocational school students generally have poor academic performance and relatively weak cultural foundation when they enter school, and some even develop the bad habit of sloppy style and poor discipline in middle school. However, vocational schools have no pressure to enter higher schools, and many schools often ignore the study of students' cultural knowledge, which leads to a weak learning atmosphere and greatly affects the formation and improvement of students' sense of self-efficacy.
It can be seen that the formation of vocational school students' self-efficacy is the result of the comprehensive influence of many factors, among which the students themselves as leisure subjects are the main factors, and other factors also play a very important role as external factors.
2. The influence of vocational school students' self-efficacy (1) influences their behavior choices. People with a strong sense of self-efficacy tend to choose challenging tasks (goals) that suit their ability level. However, if the sense of self-efficacy is low, Bei Jj will often lead him to dare not undertake the task he has been able to accomplish through hard work, thus losing the chance of success and development potential.
(2) Determine the schedule and duration. Students with low self-efficacy underestimate the possibility of success in learning and activities, and think that they are not capable enough to complete the task, so they will lose the motivation and confidence to persist in their efforts and the duration of activities will be shorter.
(3) affect the attitude towards difficulties. People with high self-efficacy have strong self-confidence, which helps to stimulate and maintain the spirit of challenging difficulties, the motivation to pursue achievements and the endurance to achieve goals; If you doubt your ability, you will lack self-confidence, be timid in the face of difficulties, and retreat.
(4) affect the direction of thinking and attribution. Students' sense of self-efficacy is low, and they often see more difficulties than they actually do, so they don't pay attention to how to act better, which damages their ability to play effectively. Self-efficacy will also affect people's attribution style. People with high self-efficacy often attribute their failures to their lack of efforts; People with low self-efficacy often attribute their failures to lack of ability.
(5) Affect the mood and efficiency of learning (activities). People with a high sense of self-efficacy are full of confidence, full of emotions and willing to do all kinds of work in their studies (activities), so they are efficient; People with low self-efficacy lack self-confidence, are full of anxiety and fear in their studies (activities) and are inefficient.
3. Vocational schools (1) should strengthen the ways to cultivate students' sense of self-efficacy. Bandura pointed out: When people have mastered certain knowledge and skills and demonstrated their abilities, proper use of external reinforcement is helpful to the establishment of self-efficacy. External reinforcement can ensure the completion of tasks, encourage students to strive for new goals, master new knowledge and skills, let students see their progress through relevant information provided by the outside, and then produce a sense of self-efficacy. In view of the incorrect ideas among students, such as "inferior to others" and "no future in vocational schools", teachers should clearly explain their professional advantages and various ways to become talents, and use the outstanding talents cultivated by vocational and technical education and their contributions to society to stimulate students' self-confidence. It is very necessary for teachers to spread this kind of thought which is conducive to learning and progress to students and help them to enhance their sense of self-efficacy.
(2) Pay attention to the cultivation of learning strategies. Some educational psychology researchers believe that effective learning should be managed by learners (making plans, organizing information, setting goals, arranging time, etc.). ) and self-monitoring. It is helpful for students to master certain learning strategies to improve their sense of self-efficacy. Because learning strategy is instrumental knowledge, it will make learning behavior more effective. You can also carry out interactive learning, strengthen the interaction between students, pay attention to teaching with typical cases, and promote knowledge transfer.