Life Habits and the Feeling of Self-Efficacy as Measurement Tools
Psycho-educational literature has largely demonstrated that beliefs regarding effectiveness, along with motivational levels and emotional states, have a major impact on the development and long-term maintenance of competency. It is what we call the ‘’perceived feeling of self-efficacy’’, which is “an individual’s belief in his capacity to organize and carry out the required line of conduct to produce the desired results’’ (Bandura, 2003). This feeling of effectiveness impacts each of the three fundamental processes involved in personal change, e.g. the adoption of new behaviours, their generalized use in diverse circumstances and their maintenance over time (Bandura, 1986). As it turns out, in virtually all fields and disciplines, individuals who doubt their self-efficacy tend to have low motivation, avoid difficulties, make little effort, entertain weak aspirations that are easily abandoned, and are weakly committed to pursuing their objectives. The situation is totally the opposite for individuals who believe in their capacity to be effective. We can therefore assume that if the teacher is convinced he can motivate a student and impact his learning positively and if the latter believes in his own capacity to master school subjects, their respective effectiveness beliefs can contribute significantly to developing the student’s competencies and ensuring his academic success. However, it is almost impossible to develop general tests for measuring the feeling of self-efficacy that could be used as a predictor in all disciplines or subjects. Based on observations, an individual’s feeling of self-efficacy in a particular field or in relation to a given life habit is not automatically transferred to other fields or habits. We therefore oriented our research toward measuring the personal feeling of effectiveness in relation to four life habits: the practice of physical activity, eating habits, alcohol consumption and tobacco consumption.
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