Bandura’s Self-Efficacy Theory: Definition and Application
By Jessica Maes
When I started graduate school, my only reference to Albert Bandura was the Bobo Doll Experiment. However, Bandura’s research produced much more than that. Bandura’s Self-Efficacy Theory is a situation-specific theory related to confidence. This can be an effective theory to utilize when working with performers who are stuggling confidence. There are 4 elements to this theory: successful performance/previous accomplishments, vicarious experience, verbal persuasion, and emotional arousal.
Successful performance/previous accomplishments
At a baseline, a mental skills consultant could discuss past accomplishments with their client. This is not intended to rehash the past, but to remind the performer that they are good at what they do and they should not lose sight of everything they have accomplished to this point. If the performer is about to embark on something new, a mental skills consultant could also suggest their client consider the following: While this is a new step they are taking in their sport/life and there are already high performers doing what they want to do, they too are a high performer. They have made it this far which is a strong predictor that they can put in the work and achieve positive results at the next level on their endeavor. Overall, it can be helpful to connect past success to what’s possible for the present and the future.
Vicarious experience
“Watching tape” is a common term in sport. Coaches as well as players do this in all phases of preparation because imagery is effective. It would not be odd/out of the realm for a mental skills consultant to suggest that their client watch tape of themself and others and receive feedback from the consultant if/when necessary. The most impactful imagery may be from their present situation (not watch videos from too far in the past) so they can observe what’s currently going “right” and what could use improvement. Seeing someone else do something in a certain way can inform the client’s desired growth and show a potential path for achieving what they want to achieve.
Verbal persuasion
Encouragement from others as well as positive self-talk can be effective and it can be helpful when a performaer can experience/participate in both. Encouragement can come the mental skills consultant, a coach or director, and most importantly, from the performer themself by way of positive self-talk. It would be important to talk with the performer about the controllable and uncontrollable in life and in performance. While we can’t control how others will act/behave, we can control what we say and do. I may be helpful to make a short list of quick and easy positive affirmations (that resonated with the performer) that they could say to themself periodically throughout the day. Another thing to discuss with the client would be the concept of thought stopping. When negative thoughts come up – and they will because they do for all of us, especially when we are navigating new territory – consciously stop and redirect to one of the positive affirmations. The performer might consider wearing a rubber band on their wrist and gently snap it when a negative thought to remind them to shift to a positive thought.
Emotional arousal
The science indicates that the higher our emotions, the harder it is to be successful. This is not to say being emotionless is the path to success, but by working on the 3 other levels described above, a performer’s emotional level of stress and worry around transitioning to the next level in a performance domain should come down and this will help them be successful in their endeavor.
All in all, Bandura’s Self-Efficacy Theory leans on working with someone to slow down their mind and find perspective in their past, present, and future. This would be an excellent theory to apply with just about anyone – athlete, performer, student, parent, and/or prefessional in any domain who is struggling with confidence.
Jessica is a first-year master’s student in the Sport, Exercise, & Performance Psychology program at the University of Wisconsin – Green Bay. She earned a bachelor’s degree in English from the University of Wisconsin – Parkside and is currently a Writing Tutor at The Learning Center at UWGB. She is also certified as a grant writer from the University of Wisconsin – Eau Claire and from Learn Grant Writing. Connect with Jessica on LinkedIn.
