Goal Commitment and Self-Efficacy

by

CHAPTER # 1: INTRODUCTION1

Background of the Study1

Problem Statement6

Purpose of the Study7

Research Question7

Definitions of Variables7

Dependent Variable Goal Commitment8

Independent Variable College Self-Efficacy8

Hypothesis Statement8

Significance of Study8

Theoretical Framework9

Social Relevance of the study12

Structure of Thesis13

CHAPTER # 2: LITERATURE REVIEW15

Connecting Theory15

Self-efficacy theory16

Professional competence18

Sources of self-efficacy19

Factors affecting self-efficacy21

Dimensions of self-efficacy23

Self-concept25

Self-efficacy and academic achievement27

Self-efficacy and academic orientation28

Persistence29

Developmental Issues33

Summary36

REFERENCES37

CHAPTER # 1: INTRODUCTION

Background of the Study

To achieve set goals, the level of commitment is extremely important. Level of commitment is regarded as the value which stimulates the mindset to set a goal and the determination to complete the goal. In 1960, commitment was first introduces to literature by Thomas Schelling. Thomas Schelling wrote a series of books and articles laying out the framework for understanding commitment. According to Schelling; “to commit is to relinquish some options, eliminates some choices, surrender some control over one's future behavior and doing so with a purpose” (Jackson & Moore 2006 204). It is the same as saying that a true commitment is a heartfelt promise to self, from which one will not back down no matter what the circumstances may be. The intensions of people may be good, but only a few are willing to commit to what is necessary to achieve them (Jackson & Moore 2006).

This research study conducted to examine the relationship among the relationship of goal commitment and self-efficacy of African American students. This chapter provides a background of the nature and significance of the present research problem, and discusses both theoretical considerations. The major impetus for the present research derives from Bandura's social learning analysis. The chapter concludes with a summary of the research questions and an overview of the study. Recent theorizing and experimentation in the field of behavioral change have been increasingly concerned with the role of cognitive processes. Explanations of behavior emphasizing the determinative nature of peripheral mechanisms are gradually being replaced by cognitively oriented explanations that emphasize the roles of mediation and information processing. While few would argue with the idea that thoughts and behaviors are linked, the precise nature of this relationship is currently the subject of debate.

Once people choose to participate in a given situation, efficacy affects effort expenditure and behavioral persistence. In general, a strong sense of self-efficacy should result in greater effort expenditure and behavioral persistence as contrasted with a weaker sense of efficacy. By persisting in situations, persons develop competencies and gain more realistic assessments of their capabilities. In contrast, persons who shun beneficial environments and give up readily in the face of difficulties fail to develop their potentialities and are more likely to retain self doubts concerning their capabilities. One assumption in Bandura's theory is that people exercise some influence over choices as to whether or not they will perform certain behaviors. But

(a) self-efficacy is not the sole influence on behavior. Other important influences include

(b) response outcome information,

(c) incentives,

(d) skills, and

(e) performance standards.

For example, people may feel reasonably certain of their capabilities of performing certain actions, but do not ...