hat emotions can influence your judgement towards self-efficacy.
Lane and Lane (2001) conducted a study on the predictive effectiveness of self-efficacy in an academic setting, where seventy-six post-graduate students respond on a questionnaire assessing efficacy expectations on the competencies they consider to succeed in terms of performance on their course. The 13-week difference in time between completing the self-efficacy questionnaire and completing the performance criterion was considered significant to assess the stability of self-efficacy measures. In which participants then again completed the same questionnaire a week later. The test-retest reliability results showed relative stability in efficacy to cope with intellectual demands, pass 1st time and achieve a specific grade. The regression result showed that ‘selfefficacy to cope with the intellectual demands of the program’ predicted a performance variance of 11.5%. With a 13-week time gap in self-efficacy and performance and the high complexity of the task, the finding suggests self-efficacy has great value in an academic setting. In the discussion done by Schunk (1989) he stated self-efficacy might operate during academic learning. At the start of an activity, students differ in their beliefs about their capabilities to perform skills, in acquiring the knowledge, mastering the material, and so forth. Initial self-efficacy differs as a function of aptitude and prior experience. Such personal factors as goal setting and information processing, along with situational factors like giving rewards and praises from the teachers similar to the token economy (Cleofe, 2016), affect students while they are working. From these factors, students acquire cues signaling how well they are learning, in which they use to assess efficacy for further learning. When students sense that they are making progress in learning, motivation is enhanced. So as students work on tasks and become mo...