The contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings was studied. Findings demonstrate that particularized measures of self-efficacy that correspond to critical tasks surpass global measures in outcome explanation and prediction. (SLD)

An analysis is presented of a conceptual change model for describing student learning by applying research on student learning to the process of conceptual change. Four general motivational constructs are suggested as potential mediators of the process. The role of classroom contextual factors is also discussed. (SLD)