INDIVIDUAL AND SITUATIONAL INFLUENCES ON THE DEVELOPMENT OF SELF‐EFFICACY: IMPLICATIONS FOR TRAINING EFFECTIVENESS
研究提出并检验了一个包含个体变量（初始表现、成就动机等）和情境变量（约束条件）的模型，发现中期自我效能感正向影响培训反应和后续表现，但约束条件对自我效能感的影响不显著。
We proposed a model that included individual and situational antecedents of self‐efficacy development during training. Initial performance and self‐efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid‐course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight‐week long university bowling classes. All of the hypothesized antecedents of mid‐course self‐efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self‐efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.