and subsequent behavior. Success experiences promote develop-
ment of abilities and, in turn, self-efficacy and outcome expecta-
tions within a dynamic cycle. As we noted earlier, the refinement
of abilities, self-efficacy, outcome expectations, and goals is critically
affected by contextual variables (such as teaching quality, socio-
economic status, and gender role socialization) that shape the
learning experiences and performance conditions to which indi-
viduals are exposed.
Role of Self-Efficacy. It is important to emphasize that self-efficacy
is seen as a co-determinant of performance, not as a substitute for
objectively assessed abilities. What people can accomplish depends,
in part, on how they interpret and apply their abilities (Bandura,
1986). Self-efficacy beliefs affect how effectively people deploy their
talents, helping to explain why individuals with the same basic
capabilities can produce performances of vastly differing quality.
Particularly in challenging situations, competent performance
requires both basic capabilities and a strong sense of personal effi-
cacy. Research confirms that self-efficacy and ability are moderately
correlated yet distinct constructs and that they both help to explain
performance attainments (Lent et al., 1994).
A practical implication of this model is that people are likely to
encounter problems when they either do not possess sufficient abil-
ity to succeed at a given course of action or when they greatly mis-
construe their self-efficacy. When people seriously underestimate
their efficacy (relative to documented ability), they tend to give up
more easily, set lower performance goals, suffer from debilitating
performance anxiety, and avoid challenges, even when they are
capable of meeting those challenges. Large overestimates of self-
efficacy, however, embolden people to attempt tasks for which they
are ill prepared, increasing the likelihood of failure and discourage-
ment. The most beneficial self-efficacy beliefs are those that mod-
estly exceed one’s current ability level (Bandura, 1986). Such
optimistic self-percepts enable people to take on reasonable chal-
lenges that promote further skill development.
278 CAREER CHOICE AND DEVELOPMENT