Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.

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

Indeed there are many competent people who are plagued by a sense of inefficacy, and many less competent ones who remain unperturbed by impending threats because they are self-assured of their coping capabilities

People are much more likely to act on their self-percepts of efficacy inferred from many sources of information rather than rely primarily on visceral cues. This is not surprising because self knowledge based on information about one's coping skills, past accomplishments, and social comparison is considerably more indicative of capability than the indefinite stirrings of the viscera

Perceived self-efficacy and beliefs about the locus of outcome causality must be distinguished

Self-belief does not necessarily ensure success, but self-disbelief assuredly spawns failure.

Social cognitive theory rejects the dichotomous conception of self as agent and self as object. Acting on the environment and acting on oneself entail shifting the perspective of the same agent rather than reifying different selves regulating each other or transforming the self from agent to object