Self-Efficacy Perception

Self-efficacy is a psychological concept that refers to an individual’s belief and judgment regarding their capacity to successfully complete a specific task or cope effectively with a situation. This belief is less about the actual skills a person possesses and more about their personal conviction in how well they can utilize those skills. Self-efficacy is a fundamental motivational determinant of initiating a task, persisting in it, and exerting effort in the face of difficulties. Consequently, individuals with higher self-efficacy are expected to set more challenging goals, invest greater effort toward achieving them, and demonstrate greater resilience when encountering obstacles.

The concept was first introduced by Albert Bandura within his Social Cognitive Theory. According to this theory, human behavior is the product of reciprocal interactions among personal factors (beliefs, expectations), behavioral factors, and environmental factors. Self-efficacy belief occupies a central role among these personal factors. Individuals with high self-efficacy tend to perceive demanding tasks not as threats but as challenges that can be overcome. In cases of failure, they attribute the outcome not to lack of ability but to insufficient effort or inappropriate strategy. This perspective enables individuals to experience less stress and anxiety while maintaining commitment to their goals.

Sources of Self-Efficacy Belief

According to Social Cognitive Theory, individuals’ self-efficacy beliefs are fueled by four primary sources.

Direct Experience (Achievement Experiences): Successfully completing a task strengthens an individual’s sense of competence in that domain. Overcoming particularly difficult tasks reinforces this sense of competence more durably. Repeated failures, however, can weaken self-efficacy beliefs.

Indirect Experience (Social Modeling): Individuals can also develop their own sense of competence by observing others with similar characteristics successfully accomplish specific tasks. The thought “If they can do it, so can I” forms the foundation of this process.

Verbal Persuasion (Social Persuasion): Constructive feedback and encouragement from others in the environment (parents, teachers, supervisors) regarding an individual’s abilities and potential to succeed can positively influence self-efficacy. However, the impact of this source is more limited compared to others, and the persuasiveness must be realistic to be effective.

Physiological and Emotional States: The physiological (heart palpitations, sweating) and emotional responses an individual experiences while performing a task also affect self-efficacy. Interpreting these symptoms as signs of inadequacy can lower perceived competence. Conversely, positive emotional states can enhance confidence in one’s ability to succeed. How individuals interpret their own physiological reactions plays a critical role.

Domain-Specific Self-Efficacy Beliefs

Self-efficacy is not a general personality trait but a domain-specific construct. It is possible for an individual to have high self-efficacy in mathematics while holding lower perceptions of competence in another area. Therefore, when assessing self-efficacy, it is essential to clearly specify the particular task or domain involved.

Self-Efficacy in Educational Context

The concept of self-efficacy holds significant importance in education for both students and teachers and has been examined across various subdomains.

Computer Self-Efficacy: This refers to an individual’s belief in their ability to use computers and related technologies. Research indicates that computer experience and frequency of use are among the key variables shaping this belief. Individuals who learn through trial and error tend to develop higher self-efficacy than those who participate in structured courses. The influence of gender on this belief may vary depending on cultural and contextual factors.

Mathematical Self-Efficacy: This is the belief students hold in their ability to solve specific mathematical problems or succeed in mathematics courses. Students with high mathematical self-efficacy may persist longer with difficult problems and try a wider range of strategies. It is known that self-efficacy in this domain can vary across different subtopics of mathematics.

Teacher Self-Efficacy: This refers to a teacher’s belief in their capacity to influence student learning and achievement. This belief is typically examined across three dimensions:

• Engaging student participation
• Using effective teaching strategies
• Classroom management skills.

It is well established that practical courses taken during teacher training play a significant role in the development of this self-efficacy.

Measuring Self-Efficacy

Due to its domain-specific nature, self-efficacy is measured using scales developed for particular tasks and areas. The scale development process begins with a review of relevant literature and consultation with experts, followed by item generation. These items are then subjected to statistical analyses (factor analysis, reliability analysis) after pilot testing to evaluate the scale’s validity and reliability. Responses are typically collected using a Likert-type scale. The resulting scores are used to determine individuals’ levels of perceived competence in a given domain and to examine the relationship between this perception and other variables such as achievement and experience.

Self-efficacy is a fundamental psychological construct representing an individual’s subjective judgment of their capacity to accomplish a task, exerting a strong influence on motivation, effort, and achievement. This belief, nourished by four primary sources, is not a fixed trait but can be developed through experience and education. Research in educational settings demonstrates that self-efficacy in different domains—such as computers, mathematics, and teaching—is influenced by distinct variables.

Creating learning environments that support self-efficacy, providing constructive feedback, and ensuring individuals experience success not only facilitate the acquisition of knowledge and skills but also foster their belief in their ability to apply those competencies. This belief is one of the key driving forces behind lifelong learning and personal development.