earchers have shown that learner’s attribution of success and failures is an essential part of whether the learner will attempt, complete and repeat activities. Therefore, most motivational issues of Jake can be addressed by these theories of the Bandura’s social cognitive theory, and attribution theory.
Self efficacy impact the choice of activities. Self-efficacious students readily undertake challenging and difficult tasks more readily than do inefficacious students. (Bandura & Schunk, 1981). It is possible that Jake held a low sense of efficacy for acquiring cognitive skills that attempted him to avoid boring tasks, whereas if he judged himself more efficaciously, he should have participated more eagerly.
Self-efficacy can also influence motivation. Students with high sense of efficacy for learning should expend greater effort and persist longer when they encounter difficult tasks than those who doubt their capabilities (1981). Therefore, Jake‘s lack of motivation and low effort to take challenging and difficult tasks can be associated with his low self efficacy.
Efficacy and outcome expectancy are closely related; students who perceive themselves as capable of performing well expect successful performances, which in turn promote self-efficacy. Therefore, Jake’s low efficacy influenced his outcome expectancy and performance during his new school year. Also, poor performance in turn, results to low efficiency. In addition, Jake’s lack of motivation can be demonstrated according to attribution theory.
Learners who have perceptions of ability in failure are likely to assume that performance is not in their control. Therefore, Jake’s negative attributional style (attributing failure to ability) contributed to his lack of motivation in engaging in difficult tasks, and developing skills.
In Addition, learners negative attribution responses are related to inferior use of strategies (Schrieber,2006). Without high self efficacy and the tendency to