In any given instance, behavior can be predicted best by considering both self-efficacy and outcome beliefs . . . different patterns of self-efficacy and outcome beliefs are likely to produce different psychological effects

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

Behavior must also be adequately assessed under appropriate circumstances. Ill-defined global measures of perceived self-efficacy or defective assessments of performance will yield discordances. Disparities will also arise when efficacy is judged for performances in actual situations but performance is measured in simulated situations that are easier to deal with than the actualities

Moreover, joint occurrences tend to be better recalled than instances when the effect does not occur. The proneness to remember confirming instances, but to overlook disconfirming ones, further serves to convert, in thought, coincidences into causalities.

Once established, reputations do not easily change.

People behave agentically, but they produce theories that afford people very little agency.

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