Here the managerial self of educational psychology is considered through a critical historical examination of self-efficacy. The chapter examines theory and research on self-efficacy with a focus on Bandura’s writings from the late 1970s to today, considering whether (1) self-efficacy can be separated from human action as a whole, (2) self-efficacy can best be understood as a psychological or cognitive structure within individuals, (3) self-efficacy might appropriately be regarded as an internal cause of human action, and (4) the self that exercises self-efficacy ought to be identified with...

Here the managerial self of educational psychology is considered through a critical historical examination of self-efficacy. The chapter examines theory and research on self-efficacy with a focus on Bandura’s writings from the late 1970s to today, considering whether (1) self-efficacy can be separated from human action as a whole, (2) self-efficacy can best be understood as a psychological or cognitive structure within individuals, (3) self-efficacy might appropriately be regarded as an internal cause of human action, and (4) the self that exercises self-efficacy ought to be identified with the person whose actions are the objects of inquiry. The view of self-efficacy as the core component of human agency is discussed, including the impact of self-efficacy theory and research on the education of students.