文章基本信息

标题：Academic self-efficacy: from educational theory to instructional practice
本地全文：下载
作者：Anthony R. Artino Jr.
期刊名称：Perspectives on Medical Education
印刷版ISSN：2212-2761
电子版ISSN：2212-277X
出版年度：2012
卷号：1
期号：2
页码：76-85
DOI：10.1007/s40037-012-0012-5
出版社：Springer Verlag
摘要：Self-efficacy is a personal belief in one’s capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from diverse fields of inquiry have used the notion of self-efficacy to predict and explain a wide range of human functioning, from athletic skill to academic achievement. This article is not a systematic review of the empirical research on self-efficacy; instead, its purpose is to describe the nature and structure of self-efficacy and provide a brief overview of several instructional implications for medical education. In doing so, this article is meant to encourage medical educators to consider and explicitly address their students’ academic self-efficacy beliefs in an effort to provide more engaging and effective instruction.
关键词：Self-efficacy ;Motivation ;Academic achievement ;Knowledge and skill acquisition ;Medical education ;Calibration