Relation of Generalized Self-Efficacy to Changes in Task-Specific Self-Efficacy

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7 Citations (Scopus)


The present study examined effects of generalized self-efficacy (GSE) on changes in task-specific self-efficacy (SSE). In Experiment 1, 72 undergraduates were divided into high and low groups based on their scores on generalized self-efficacy. Subjects in each group were assigned to one of 3 conditions : Positive Feedback (FB), Negative Feedback, or No Feedback (control). Subjects in the 2 feedback groups received false feedback information, positive or negative respectively, about their task performance. Task-specific self-efficacy based on the expected work amount was higher in the high group than in the low group under Negative Feedback, whereas no differences were found between the high and low groups under either Positive or No Feedback. In Experiment 2, 40 undergraduates, divided into high and low groups as in Experiment 1, were assigned to either Negative Feedback or No Feedback (control) conditions. Again, the task-specific self-efficacy of the high group was higher than that of the low group under Negative Feedback. Furthermore, task performance in Experiment 2 changed in nearly the same way as in Experiment 1. These findings suggest that generalized self-efficacy may influence task performance through changes in task-specific self-efficacy.

Original languageEnglish
Pages (from-to)50-51
Number of pages2
JournalJapanese Journal of Educational Psychology
Issue number1
Publication statusPublished - 2000
Externally publishedYes


  • Feedback
  • Generalized self-efficacy
  • Task-specific self-efficacy
  • Undergraduates

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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