Does it work for everyone? An examination of the moderating effects of goal orientation, affectivity, and situational constraints on self-efficacy development.

摘要

The current study examined the potential moderating effects of individual (goal orientation and affectivity) and situational factors (situational constraints) on the development of self-efficacy. Participants were 321 undergraduate students at a large Midwestern university. Multiple moderated regression techniques were used to test all hypotheses.; Results indicated that there was an overall increase in self-efficacy as a result of the self-management training. Closer examination of the results found a much greater increase in self-efficacy for those who were initially lower in self-efficacy.; Specific results indicated that as hypothesized, those lower in performance goal orientation experienced greater increases in self-efficacy as a result of a training program than those higher in performance goal orientation (ΔR2 = .02). In contrast to predicted hypotheses, those lower in mastery goal orientation experienced greater increases in self-efficacy than those higher in mastery goal orientation (ΔR2 = .04). The study did not support the presence of predicted interaction effects for positive and negative affectivity. However, main effects were found for both positive and negative affectivity (ΔR2 = .02 (PA) and .01 (NA)). Situational constraints were examined using two scales. Exploratory analyses of the situational constraints measure revealed a formatting response effect. In this study, two factors were extracted: study environment situational constraints and necessary resources situational constraints. Results indicated that contrary to hypotheses, those higher in study environment and necessary resources situational constraints experienced greater increases in self-efficacy as a result of a training program as compared to those lower in study environment and necessary resources situational constraints (ΔR2 = .01 (SESC) and .01 (NRSC)), providing evidence that self-management training may be more successful in increasing the academic self-efficacy of those who experience a greater amount of situational constraints.; This study provides evidence that the dynamism of self-efficacy is a more complex issue than previously thought. Self-efficacy development does not occur similarly for all people in all situations, and may be impacted by the presence of certain individual or situational characteristics. Future research needs to devote further consideration to what additional individual and situational factors may impact self-efficacy development.