MANAGING AND C
C ARING FOR THE SELF
Part 2: Setting goals for Success
At the end of the lesson, you should
be able to:
• Use Bandura’s Self-Efficacy Theory for Self-Assessment
• Differentiate Fixed and Growth M indset by Dwec k
• Design personal goals adapting Locke’s Goal Setting Theory
C
SELF-EFFICACY
THEORY Albert Bandura
Albert E. Bandura
• Professor Albert Bandura (1925 - 2021) was a Canadian-
born American psychologist and an innovative scholar
whose pioneering work in social cognitive theory has
served as a rich resource for academics, practitioners, and
policymakers alike across disciplinary lines.
• He is internationally recognized as one of the world's most
influential social psychologists for his groundbreaking
research on the importance of learning by observing
others.
• Sample c hildren were presented
with new soc ial models of violent
and non-violent behavior
behavior toward an inflatable
redounding bobo doll.
• Soc ial modelling is a very effec tive
way of learning.
• “Charac ter is c aught not taught”
Self-Efficacy
• Bandura's self- efficacy theory suggests that a person's confidence
in his abilities can determine his drives and decisions.
Self-Effic a cy Theory of Motivation
• Bandura's theory of self-efficac y is
closely related to the concept of
motivation in that a person's beliefs
are fundamental to his aspirations.
Self-efficacy, therefore, becomes an
explanation of a person's trajectory
in many areas:professionally,
relationally, academically, and
otherwise. Self-efficacy translates to
greater intrinsic motivation, more
goal-oriented behaviors, elevated
confidence, and persistence in
completing tasks. The self-efficacy
theory of motivation sustains certain
optimism about future success.
Four Factors of Self-Efficacy Theory
• Mastery Experiences - past positive experiences contribute to a
greater sense of self- efficacy so that performing well in school or at
work can serve to fortify a sense of self- efficacy.
• Social Modeling - when a person is exposed to others who typify
success, they are inclined to model that behavior, thereby drawing
positive influence from the accomplishment of others.
• Verbal Persuasion - individuals are encouraged to excel when
others express
confidence in their ability to succeed by voicing positive affirmations.
• Physiological States - people can interpret their physiological
signals in ways that reduce self-efficacy. Increased adrenaline
when public speaking, for example, will arouse a fear of failure
rather than stimulate energetic enthusiasm.
• Approach difficult tasks as
challenges to be mastered;
• Set c hallenging goals and
maintain a strong c ommitment to
them;
• Heighten or sustain efforts in the
fac e of failuresor setbac ks;
• Attribute failure to insufficient
effort or deficient knowledge and
skillswhich is ac quirable;and
• Approach threatening situations
with assurance that they can
Ac ts of people with “high assuranc e exerc ise c ontrol over them.
in their capabilities”
People who doubt their capabilities:
• Shy away from tasks they view as personal threats;
• Have low aspirations and weak commitment to goals they
choose to pursue;
• Dwell on personal deficiencies, obstacles they will encounter,
and all kinds of adverse outcomes, rather than concentrating
on how to perform suc c essfully;
• Slacken their efforts and give up quickly in the face of
difficulties;
• Are slow to recover their sense of efficacy following failure or
setbac ks;and
• Fall easy victim to stress and depression.
Self-effic ac y plays an
important role in
determining what
activities a person will
choose to engage in,
how much effort they
will expend, and how
long that effort will be
sustained when things
get tough.
FIXED AND GROWTH
MINDSET
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C arol S. Dweck
Fixed Mindset
• People with a fixed mindset
typic ally believe that their level of
intelligenc e and abilities are innate.
• In Dr. Dwec k’s own words, fixed
mindset people believe that “they
have a c ertain amount [of
intelligence] and that's that, and
then their goal bec omes to look
smart all the time and neverlook
dumb”.
Growth Mindset
• For people with a growth mindset,
however, they understand that not
knowing or not being good at
something c a n be a temporary state—
so they don’t have to feel ashamed or
try to prove they’re smarter than they
currently are.
• Dweck states that in a growth
mindset, “students understand that their
talents and abilities can be developed
through effort, good teaching, and
persistence.”
Reaction to Failure
• They dread failure bec ause it is a
• They do not mind or fear failure as
negative statement on their basic
much because they realize their
abilities
performance can be improved and
learning c omes from failure
GOAL SETTING
THEORY
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Edwin A. Locke
Edwin A. Locke
• He is internationally known for his research on
goal setting. A recent survey found that Locke’s
goal-setting theory (developed with Gary
Latham) was ranked #1 in importance among
73 management theories. His work has been
supported by numerous researc h grants, and
he has served as a consultant to research firms
and private businesses.
