Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16786
Title: Building a Better Nation: Capitalizing on Social Cognitive Theories for Collective Enhancement
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2014
Handle Link: https://hdl.handle.net/1959.11/16786
Abstract: Quality learning within a social group in achievement contexts is an important feat for enhancement and development. In a similar vein, in the contexts of secondary schooling, academic engagement is a major element for scholarly consideration (e.g., "I really enjoy coming to school, and taking part in these social activities"). In the area of educational psychology, there have been various cognitive (e.g., achievement goal orientations) and noncognitive (e.g., self-concept) theories that note and explain individuals' learning, academic engagement, motives, etc. The tenets of personal self-efficacy, originating from Albert Bandura's (1986, 1997) social cognitive theory, have been noted to account and predict individuals' cognition and behaviors in educational and non-educational settings. This theoretical chapter, in accordance with previous reviews of social cognition (Pajares, 1996, 2006; Phan, 2013b; Schunk, 1995), explores self-efficacy and how this theoretical construct explains quality learning and achievement outcomes. In particular, Bandura's (1997) theoretical tenets of personal self-efficacy may inform and assist in nation building, encompassing in this process the importance of unity, collaboration, and individuals working together towards collective goals. Collective self-efficacy, for example, may provide a premise for researchers and educators to consider in their applied educational practices and instructional policy making. The scope of our examination, in this analysis, entails a detailed articulation of self-efficacy and its situational placement within the contexts of sociocultural settings. We attempt to position personal self-efficacy within a wider system of change, involving its impact on the individual and his/her interactions with the community, at large.
Publication Type: Book Chapter
Source of Publication: Active and Collaborative Learning: Practices, Problems and Prospects, p. 61-78
Publisher: Nova Science Publishers, Inc
Place of Publication: New York, United States of America
ISBN: 9781629480664
Fields of Research (FoR) 2008: 170103 Educational Psychology
139999 Education not elsewhere classified
130199 Education systems not elsewhere classified
Fields of Research (FoR) 2020: 520102 Educational psychology
399999 Other education not elsewhere classified
390399 Education systems not elsewhere classified
Socio-Economic Objective (SEO) 2008: 930103 Learner Development
930101 Learner and Learning Achievement
930102 Learner and Learning Processes
Socio-Economic Objective (SEO) 2020: 160101 Early childhood education
HERDC Category Description: B1 Chapter in a Scholarly Book
Publisher/associated links: http://nla.gov.au/anbd.bib-an52531225
Series Name: Education in a Competitive and Globalizing World
Editor: Editor(s): Mohamed Hamada
Appears in Collections:Book Chapter
School of Education

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