Describe the aspects of development of self-efficacy during childhood. What will be an ideal ...

(Answer to Q. 1)  ANS: Self-efficacy develops gradually over time. Infants begin to develop self-efficacy as they try to exercise greater influence over their physical and social environments. They learn about the consequences of their own abilities such as their physical prowess, social skills, and language competence. These abilities are in almost constant use acting on the environment, primarily through their effects on parents. Ideally, parents are responsive to their growing child's activities and attempts to communicate, and will provide stimulating surroundings that permit the child the freedom to grow and explore.

The significance of parental influence diminishes as the child's world expands and admits additional models such as siblings, peers, and other adults. Like Adler, Bandura considered birth order within the family to be important. He argued that first-born children and only children have different bases for judging their own abilities than do later-born children.
Teachers influence self-efficacy judgments through their impact on the development of cognitive abilities and problem-solving skills, which are vital to efficient adult functioning. Children often rate their own competence in terms of their teachers' evaluations of them.

(Answer to Q. 2)  ANS: Bandura analyzed the nature of observational learning and found it to be governed by four related mechanisms, which are as follows:
a) Attentional processes: They involve developing our cognitive processes and perceptual skills so that we can pay sufficient attention to a model, and perceiving the model accurately enough, to imitate displayed behavior. Example: Staying awake during driver's education class.
b) Retention processes: They involve retaining or remembering the model's behavior so that we can imitate or repeat it at a later time; for this, we use our cognitive processes to form mental images and verbal descriptions of the model's behavior. Example: Taking notes on the lecture material or the video of a person driving a car.
c) Production processes: They involve translating the mental images or verbal symbolic representations of the model's behavior into our own overt behavior by physically producing the responses and receiving feedback on the accuracy of our continued practice. Example: Getting in a car with an instructor to practice shifting gears and dodging the traffic cones in the school parking lot.
d) Incentive and motivational processes: They involve perceiving that the model's behavior leads to a reward and thus expecting that our learningand successful performanceof the same behavior will lead to similar consequences. Example: Expecting that when we have mastered driving skills, we will pass the state test and receive a driver's license.

(Answer to Q. 3)  ANS: The reward consequences linked to a particular behavior can affect the extent of the modeling and even override the impact of the characteristics of the models and the observers. A high-status model may lead us to imitate a certain behavior, but if the rewards are not meaningful to us, we will discontinue the behavior and be less likely to be influenced by that model in the future.
Seeing a model being rewarded or punished for displaying a particular behavior affects imitation. In a Bobo doll study, some of the children watched as the model who hit the Bobo doll was given praise and a soda and candy. Another group of children saw the model receive verbal and physical punishment for the same aggressive behavior. The children who observed the punishment displayed significantly less aggression toward the Bobo doll than did the children who saw the model being reinforced.

(Answer to Q. 4)  ANS: Modeling is a behavior-modification technique that involves observing the behavior of others (the models) and participating with them in performing the desired behavior.
Bandura's now-classic demonstration of modeling involves the Bobo doll, an inflatable plastic figure about 4 feet tall. In Bandura's studies, preschool children watched an adult hit and kick Bobo. When the children were left alone with the doll, they modeled their behavior after the example they had just witnessed. Their behavior was compared with that of a control group of children who had not seen the model attack the Bobo doll. The experimental group was found to be twice as aggressive as the control group.
The intensity of the aggressive behavior remained the same in the experimental subjects whether the model was seen live, on television, or as a cartoon character. The effect of the model in all three media was to elicit aggressive behavior that was not displayed with the same strength by children who had not seen the models.

(Answer to Q. 5)  ANS: T
FEEDBACK: The most influential source of efficacy judgments is performance attainment. Previous success experiences provide direct indications of our level of mastery and competence.

(Answer to Q. 6)  ANS: T
FEEDBACK: When we reach a certain level of achievement, it may no longer challenge, motivate, or satisfy us, so we raise the standard and require more of ourselves. Failure to achieve may result in lowering the standard to a more realistic level.

Thank you so much for the answer