A problem of future research is to clarify how young children learn what type of social comparative information is most useful for efficacy evaluation

Forceful actions arising from erroneous beliefs often create social effects that confirm the misbeliefs

From the social cognitive perspective, it is mainly perceived inefficacy to cope with potentially aversive events that makes them fearsome. To the extent that people believe they can prevent, terminate, or lessen the severity of aversive events, they have little reason to be perturbed by them. But if they believe they are unable to manage threats safely, they have much cause for apprehension.

Incongruities between self-efficacy and action may stem from misperceptions of task demands, as well as from faulty self-knowledge

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

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