Self-Efficacy and Engaged Learners

Abstract

Student engagement bears an important relation to motivation and other positive outcomes. Engagement refers to how learners’ cognitions, behaviors, and affects are energized, directed, and sustained during academic activities. According to Bandura’s social cognitive theory, self-efficacy (perceived capabilities for learning or performing actions at designated levels) is a key cognitive variable influencing motivation and engagement. The conceptual framework of social cognitive theory is described to include the roles played by vicarious, symbolic, and self-regulatory processes. We discuss how self-efficacy affects motivation through goals and self-evaluations of progress and how various contextual factors may influence self-efficacy. Research is described that relates self-efficacy to motivation and engagement. This chapter concludes with educational implications and recommendations for future research.