INDIVIDUAL AND SITUATIONAL INFLUENCES ON THE DEVELOPMENT OF SELF‐EFFICACY: IMPLICATIONS FOR TRAINING EFFECTIVENESS

We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.

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