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While self-efficacy, in general, refers to one’s confidence in executing courses of action in managing a wide array of situations, work self-efficacy assesses workers’ confidence in managing workplace experiences (especially for new or prospective workers). The theoretical underpinning is that individuals with higher work self-efficacy are more likely to look forward to, and to be successful in, workplace performance. Furthermore, work accomplishments are believed, in turn, to increases self-efficacy through a feedback loop tying subsequent performance to augmented self-efficacy beliefs. == Background to the construct == Self-efficacy has been widely established in the literature as a critical construct within Albert Bandura’s〔Bandura, A. (1978). Reflections on self-efficacy. ''Advances in Behavioral Research and Therapy'', 1(4), 237–269.〕 social learning theory. It constitutes a judgment about one’s ability to perform a particular behavior pattern. Self-efficacy expectations are considered the primary cognitive determinant of whether or not an individual will attempt a given behavior. Self-efficacy is known to have considerable potential explanatory power over such behaviors as: self-regulation, achievement strivings, academic persistence and success, coping, choice of career opportunities, and career competency.〔Bandura, A. (1982). Self-efficacy mechanism in human agency. ''American Psychologist'', 37(2), 122–147.〕〔Lent, R.W. & Hackett, G. (1987). Career Self-Efficacy: Empirical Status and Future Directions. ''Journal of Vocational Behavior'', 30, 347–382.〕 Perhaps its most noteworthy contribution is its empirical relationship to subsequent performance.〔Gist, M.E., & Mitchell, T.R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. ''Academy of Management Review'', 17, 183–211.〕〔Stajkofic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. ''Psychological Bulletin'', 124, 240–261.〕 Most efforts to measure self-efficacy have focused on a subject’s expectations about performing specific tasks or what is referred to as “domain-specific” or “situation-specific” efficacy beliefs. However, researchers such as Sherer et al.〔Scherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R.W. (1982). The self-efficacy scale: Construction and validation. ''Psychological Reports'', 51, 663–671.〕 and Chen, Gully, and Eden〔Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. ''Organizational Research Methods'', 4(1), 62–83.〕 have validated general scales with the belief that individuals who have a history of varied and numerous experiences of success can be expected to have positive self-efficacy expectancies in a variety of situations. Accordingly, these expectancies are thought to generalize to actions beyond any specific target behavior. Noted to be a different construct than task-specific self-efficacy, though a possible predictor, general self-efficacy is thought to be a motivational state, whereas task-specific self-efficacy a motivational trait.〔Eden, D. (1988). Pygmalion, goal setting, and expectancy: Compatible ways to raise productivity. ''Academy of Management Review'', 13, 639–652.〕〔Gardner, D.G., & Pierce, J.L. (1998). Self-esteem and self-efficacy within the organizational context. ''Group & Organizational Management'', 23, 48–70.〕〔Judge, T.A., Locke, E.A., & Durham, C.C. (1997). The dispositional causes of job satisfaction: A core evaluation approach. ''Research in Organizational Behavior, 19, 151–188.〕 Though both share similar antecedents, general efficacy is thought to be more resistant to ephemeral influences and more tied to other self-evaluation constructs such as self-esteem or locus of control.〔Judge, T.A., Thoresen, C.J., Pucik, V., & Welbourne, T.M. (1999). Managerial coping with organizational change: A disposition perspective. ''Journal of Applied Psychology'', 84, 107–122.〕 While the debate on the value of a general self-efficacy construct goes on, there is also the question of whether there might be an intermediate zone between a general expectancy and a specific task domain. In particular, might there be value in defining one’s expectations about performance in a general context, such as at work or at school. When it comes to work, for example, there is interest in knowing what makes some workers more capable of adjusting to new work contexts than others. Some administrators of work training and cooperative education programs have also asked what is in the “black box” of training that makes some trainees more successful than others.〔Ricks, F., Cutt, J., Branton, G. Loken, M., & Van Gyn, G. (1993). Reflections on the cooperative education literature. ''Journal of Cooperative Education'', 29(1), 6–23.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Work self-efficacy」の詳細全文を読む スポンサード リンク
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