Such knowledge is probably gained in several ways. One process undoubtedly operates through social comparison of success and failure experiences. Children repeatedly observe their own behavior and the attainments of others

The presence of many interacting influences, including the attainments of others, create further leeway in how one's performances and outcomes are cognitively appraised

When people are not aiming for anything in particular or when they cannot monitor their performance, there is little basis for translating perceived efficacy into appropriate magnitudes of effort

Among the types of thoughts that affect action, none is more central or pervasive than people's judgments of their capabilities to deal effectively with different realities

People who hold a low view of themselves [will credit] their achievements to external factors, rather than to their own capabilities.

People who are insecure about themselves will avoid social comparisons that are potentially threatening to their self-esteem

Comparative appraisals of efficacy require not only evaluation of one;s own performances but also knowledge of how others do, cognizance of nonability determinants of their performances, and some understanding that it is others, like oneself, who provide the most informative social criterion for comparison