Vancouver Jeffrey B, Kendall Laura N
Department of Psychology, Ohio University, Athens, OH, USA.
J Appl Psychol. 2006 Sep;91(5):1146-53. doi: 10.1037/0021-9010.91.5.1146.
Recent reviews of the training literature have advocated directly manipulating self-efficacy in an attempt to improve the motivation of trainees. However, self-regulation theories conceive of motivation as a function of various goal processes, and assert that the effect of self-efficacy should depend on the process involved. Training contexts may evoke planning processes in which self-efficacy might negatively relate to motivation. Yet the typical between-persons studies in the current literature may obscure the effect. To examine this issue, 63 undergraduate students completed a series of questionnaires measuring self-efficacy and motivation before 5 class exams. Self-efficacy was negatively related to motivation and exam performance at the within-person level of analysis, despite a significant positive relation with performance at the between-persons level.
近期对培训文献的综述主张直接操控自我效能感，以试图提高学员的积极性。然而，自我调节理论将动机视为各种目标过程的函数，并断言自我效能感的影响应取决于所涉及的过程。培训情境可能会引发规划过程，在这个过程中自我效能感可能与动机呈负相关。然而，当前文献中典型的个体间研究可能会掩盖这种影响。为了研究这个问题，63名本科生在5次课程考试前完成了一系列测量自我效能感和动机的问卷。在个体内部分析层面，自我效能感与动机和考试成绩呈负相关，尽管在个体间层面与成绩呈显著正相关。
