Setting Goals for Success

Understanding The Self

Why is it important to set goals for
yourself?
What are your short-term goals?
What are your long-term goals?
Albert Bandura's Self-Efficacy
What is Self-E cacy?

• Refers to your belief in your capacity to perform necessary actions to produce

speci c performance goals.

• It is the re ection of your con dence in the ability to exert control over your
own motivation, behavior, and social environment.

• A strong sense of self-e cacy adds to your sense of well-being that helps
you perform your tasks well.
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Albert Bandura's Self-Efficacy
What is Self-E cacy?

• Social learning theory stressed the importance of observational

learning, imitation, and modeling.
• According to Bandura (1977), "Learning would be exceedingly
laborious, not to mention hazardous, if people had to rely solely
on the e ects of their own actions to inform them what to do."
• The theory of self-e cacy, as presented by Bandura (1977:
193) was "for analyzing changes achieved in fearful and
avoidant behavior."
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 Albert Bandura's Self-Efficacy
What is Self-E cacy?

• Self-e cacy theory distinguishes between expectations of

e cacy and response-outcome expectancies.
outcome expectancy– a person's estimate that a given
behavior will lead to certain outcomes.
e cacy expectation– the conviction that one can
successfully execute the behavior acquired to produce the
outcomes.
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Albert Bandura's Self-Efficacy
What is Self-E cacy?

• Acts of people with "high assurance in their capabilities"

approach di cult tasks as challenges to be mastered
set challenging goals and maintain strong commitment to them
heighten or sustain e orts in the face of failures or setbacks
attribute failure to insu cient e ort or de cient knowledge and
skills which are acquirable
approach threatening situations with assurance that they can
exercise control over them
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Albert Bandura's Self-Efficacy
What is Self-E cacy?
• Acts of people "who doubt their capabilities"
shy away from tasks they view as personal threats
have low aspirations and weak commitment to goals they choose to
pursue
dwell on personal de ciencies, obstacles they will encounter, and all kinds
of adverse outcomes, rather than concentrating on how to perform
successfully
slacken their e orts and give up quickly in the face of di culties
are slow to recover their sense of e cacy following failure or setbacks
fall easy victim to stress and depression
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Four Principal Sources of Self-Efficacy
1. Enactive mastery experiences

It is the most in uential source of e cacy

information.

It provides the most authentic evidence of

whether one can muster what it takes to
succeed.

Success increases sense of self-e cacy;

failure undermines it.

A strong sense of self-e cacy is achieved

through experience and perseverance in
overcoming obstacles.
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Four Principal Sources of Self-Efficacy
2. Vicarious experiences (comparisons)

Bandura believed that most human behavior is

learned by observation through modeling.
Additionally, people tend to approach tasks that
they have seen others perform. Through
observation, you can build your self-ef cacy by
watching others perform a task.

The most important factor that determines the

strength of in uence of an observed success or
failure on one’s own self-ef cacy is the degree of
similarity between the observer and the model.
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 Four Principal Sources of Self-Efficacy
3. Verbal persuasions and allied types of social
in uences

There are people who can help motivate you and

strengthen your beliefs in your capacity to
succeed. These signi cant people (i.e., parents,
teachers, friends, and so on) can persuade you to
believe that you possess the capability to master
your tasks. Their moral support will make you
more likely to put in e ort even when problems
arise.
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 Four Principal Sources of Self-Efficacy
4. Emotional and physiological states

Your emotions and physical health a ect your self-

e cacy judgment with respect to speci c tasks.
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 Factors that could alter sense of self-efficacy
1. Preconception of capability: This
involves beliefs about one's own abilities
and skills.
2. Perceived task di culty: If a task is
perceived as too di cult in comparison
to one's perceived capability, it can lower
self-e cacy. Conversely, if a task is seen
as manageable, it can enhance self-
e cacy.
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 Factors that could alter sense of self-efficacy
3. E ort: The amount of e ort one is
willing to exert toward a task can
in uence their belief in their ability to
succeed.
4. Amount of external support: Support
from peers, mentors, or resources can
bolster self-e cacy by providing
encouragement, guidance, and
assistance when facing challenges.
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Factors that could alter sense of self-efficacy
5. Circumstances under which they
perform: Physical, mental, and emotional
states can impact self-e cacy.
6. Pattern of successes and failures:
Past experiences of success or failure in
similar tasks can shape beliefs about
one's abilities.
7. Cognitive processing of experiences:
How experiences are perceived,
interpreted, and remembered can a ect
self-e cacy.
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Locke's Goal-Setting Theory
Planning your goals correctly!
Locke's Goal-Setting Theory
What is goal?

• "a level of performance pro ciency that

one wishes to attain within a speci c
time period" (as cited in Shields et al.,
2015).
• Locke and Latham stated, "Goal
setting theory was based on the
premise that much human action is
purposeful, and it is directed by
conscious goals" (O'Neil & Drillings,
1994, p.14).
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Locke's Goal-Setting Theory
Three Factors:

1. Goals are challenging and speci c.

2. They are strongly committed to the
goal/goals.
3. They strongly believe in their ability to
accomplish their goal.
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Locke's Goal-Setting Theory
According to Locke, those factors will occur if:

a. People know what is required of them.

b. They know how they are expected to
perform.
c. They can identify with the goals.
d. Feedback is precise and frequent.
Five Principles of Goal-Setting
Goals must have:
1. Clarity. When a goal is clear and speci c
there is less misunderstanding about what
behaviors will be rewarded. You know what is
expected, and you can use the speci c result
as a source of motivation.
2. Challenge. People are often motivated by
achievement. It is important to strike an
appropriate balance between a challenging
goal and a realistic goal. A goal that is too
easy or too di cult will not motivate the
person to work hard on a task.
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Five Principles of Goal-Setting
Goals must have:

3. Commitment. A personally relevant goal will

motivate a person to work on accomplishing it.
Interestingly, goal commitment and di culty often
work together. The harder the goal, the more
commitment is required. If you have an easy goal,
you do not need a lot of motivation to get it done.
4. Feedback. Feedback provides opportunities to
clarify expectations, adjust goal di culty, and
gain recognition. It is an assessment to help you
know where you are toward achieving your goal,
how e ective your strategies are how your best
practices are recognized, and how your areas for
improvement are determined.
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 Five Principles of Goal-Setting
Goals must have:

5. Task complexity. Just like setting a

challenging goal, task complexity involves
appropriate balance. With complicated
tasks, make sure to learn or practice what
is expected of you and give yourself
su cient time to meet your goal.
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SMART Goals