Educational researchers have suggested that teachers may be able to help students learn to manage their self-efficacy beliefs, which can in turn positively influence persistence, self-regulation, and subsequent task-based achievement (Bandura, 1997; Pajares & Urdan, 2006; Zimmerman, 2000). A sense of self-efficacy, or belief in one’s ability to accomplish a specific task, motivates individuals to persist despite setbacks, become more actively involved in a task, and work harder and longer toward attainment (Bandura, 1997, 2012).
