The Missing Link Between Student Capabilitiesand Motivation: Perceived Self-Efficacy

Bent B Andresen


In recent years, the lack of students’ motivation has become critical all over the world because of the decrease in work opportunities for young people without general or vocational secondary education. Currently, there is an interest in the ways in which teachers in youth education can foster students’ development of competencies and motivation. This paper explores the premise that teachers should move beyond competencies and motivation and consider the perceived self-efficacy that represents the ‘missing link’ between the two student characteristics. The paper deals with two research questions: how can teachers generate knowledge about perceived self-efficacy, and which aspects of the perceived self-efficacy are the most important in relation to learning outcome?


Perceived self-efficacy; teacher analytics; meta-analysis; blended e-learning

Full Text:



& Schunk, D. H. (1996). Motivation in education. Theory, research, and applications. New Jersey: Prentice Hall.

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management Vol. 38 No. 1, Pp. 9-44.

Lawrence, J. et al., (2016). The impact of high intensity programme in Singapore. In: Lee, H.-J. (Ed.). Proceedings of the 6th annual international conference on education & e-learning (EeL 2016). Singapore: Global Science and Technology Forum (GSTF). Pp. 9-13.

Bandura, A. (2001). Social cognitive theory: an agentic perspective. Annual Review of Psychology (52). Pp. 1–26.

Bandura, A. (2006). Self-Efficacy beliefs of adolescents.Information Age Publishing.

Bartimote-Aufflick, K. et al. (2015). The study, evaluation, and improvement of university student self-efficacy.Studies in Higher Education. Pp. 1-25.

Dinther, M. v, Dochy, F. & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review (6). S. 95–108.

Eurostat (2006). Classification of learning activities – Manual. Luxemburg:

Keilow, M. & Holm, A. (2015). Skalaer til måling af elevtrivsel på erhvervsuddannelserne. København: SFI

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 28/2. Pp. 117-148.

Andresen, B. B. (2015). Development of analytical compe-tencies and professional identities through school-based learning in Denmark. International Review of Education. Pp. 1-18.

Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Melbourne: Centre for Strategic Education.

Mourshed et al. (2010). How the world’s most improved school systems keep getting better. London: McKinsey.

Stoll, L., Bolam, R., Mcmahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change 7. Pp. 221–258.

Vescio et al. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education 24(1). Pp. 80-91.

Hattie, J. (2015). What works best in education: The politics of collaborative expertise. Pearsons.

Andresen, B. B. (2015). Development of analytical competencies and professional identities through school-based learning in Denmark. International Review of Education. Pp 1-18.

Meyer, H. (2016).Udvikling af undervisning. Frederikshavn: Dafolo.

Hattie, J. (2012). Visible learning for teachers. Maximizing impact on learning. Oxon: Routledge.

Hattie, J. (2009). Visible learning. London: Routledge.

Means, B. et al. (2009). Evaluation of Evidence-Based Practices in Online Learning. A Meta-Analysis and Review of Online Learning Studies. Washington, D.C.: U.S. Department of Education.

Black, P. & Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, Vol. 80.


  • There are currently no refbacks.