Students judge how well they might do in a chemistry course from knowing how peers, who performed comparably to them in physics, fared in chemistry

Self-doubt creates the impetus for learning but hinders adept use of previously established skills

Self-appraisals are influenced by evaluative reactions of others.

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

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

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

Students judge how well they might do in a chemistry course from knowing how peers, who performed comparably to them in physics, fared in chemistry