People judge their capabilities partly by comparing their performances with those of others

Regression analyses show that self-efficacy contributes to achievement behavior beyond the effects of cognitive skills

Expected outcomes contribute to motivation independently of self-efficacy beliefs when outcomes are not completely controlled by quality of performance. This occurs when extraneous factors also affect outcomes, or outcomes are socially tied to a minimum level of performance so that some variations in quality of performance above and below the standard do not produce differential outcomes

How children learn to use diverse sources of efficacy information in developing a stable and accurate sense of personal efficacy is a matter of considerable interest

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

Perceived self-efficacy also shapes causal thinking. In seeking solutions to difficult problems, those who perceived themselves as highly efficacious are inclined to attribute their failures to insufficient effort, whereas those of comparable skills but lower perceived self-efficacy ascribe their failures to deficient ability

Freedom [should not be] conceived negatively as exemption from social influences or situational constraints. Rather...positively as the exercise of self-influence to bring about desired results.