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The Dark and Bright Sides of Self-Efficacy in Predicting Learning, Innovative and Risky Performances

Published online by Cambridge University Press:  10 January 2013

Marisa Salanova ,
Laura Lorente  and
Isabel M. Martínez
Marisa Salanova*
Affiliation:
Universitat Jaume I (Spain)
Laura Lorente
Affiliation:
Universidad de of Valencia (Spain)
Isabel M. Martínez
Affiliation:
Universitat Jaume I (Spain)
*
Correspondence concerning this article should be addressed to Marisa Salanova. Department of Social Psychology, Universitat Jaume I. Av. Sos Baynat, s/n. 12071. Castellón (Spain). E-mail: Marisa.Salanova@psi.uji.es
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Abstract

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time × self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

El objetivo de este estudio es analizar el papel de las creencias de eficacia en la predicción del desempeño en situaciones de aprendizaje, innovadoras y arriesgadas. Nuestra hipótesis es que los altos niveles de autoeficacia en situaciones de aprendizaje e innovadoras tienen consecuencias positivas (es decir, un mejor desempeño académico e innovador, respectivamente), mientras que en situaciones de riesgo tienen consecuencias negativas (es decir, menor rendimiento en seguridad). Para lograr este objetivo, se llevaron a cabo tres estudios, 1) un estudio de campo longitudinal de dos tiempos con 527 estudiantes de pregrado (situación de aprendizaje), 2) un estudio de laboratorio longitudinale de tres tiempos con 165 participantes que realizaron tareas innovadoras en grupo (situación de innovación), y 3) un estudio de campo con 228 trabajadores de la construcción (situación de riesgo). Como era de esperar, los altos niveles de autoeficacia tienen consecuencias positivas o negativas en el desempeño en función de la situación o ambiente específico. Inesperadamente, sin embargo, no encontramos efecto de la interacción tiempo × autoeficacia en situaciones de aprendizaje e innovadoras. Se discuten las implicaciones teóricas y prácticas de este estudio en el marco de la teoría social cognitiva de Albert Bandura.

Keywords

efficacy beliefslearning performanceinnovative performancerisky performancecreencias de eficaciadesempeño académicodesempeño innovadordesempeño de riesgo
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 3 , November 2012 , pp. 1123 - 1132
Copyright
Copyright © Cambridge University Press 2012

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