When Self-Efficacy Negatively Relates to Motivation and Performance in a Learning Context

Jeffrey B. Vancouver

Lisa N. Kendall

Keywords: Self-Regulation, Self-Efficacy, Motivation, Control Theory, Training

The Study: This study examined whether high self-efficacy could reduce motivation and performance in learning contexts, counter to the common assumption that self-efficacy always benefits performance. Sixty-three undergraduate students participated in a longitudinal experiment over five course exams, completing surveys on self-efficacy, study goals, and planned and actual study time. Analyses differentiated between within-person and between-person effects.

Main Findings: At the between-person level, self-efficacy was positively related to performance. However, within individuals, higher self-efficacy predicted less planned and actual study time and slightly lower exam performance. According to self-regulation theories, this is because high self-efficacy reduces perceived discrepancies between current and desired preparedness, decreasing motivation to study. Self-efficacy also positively influenced goal level, which can benefit performance via more ambitious objectives.

Practical Implications: Artificially boosting self-efficacy without real skill development may mislead learners, resulting in less preparation and poorer performance. Training interventions should consider both the positive and negative effects of self-efficacy, especially in preparatory phases. Self-efficacy appears to have dual roles: encouraging goal setting while potentially reducing the effort to achieve those goals if miscalibrated.

Reference: Vancouver, J.B., & Kendall, L.N. (2006). When Self-Efficacy Negatively Relates to Motivation and Performance in a Learning Context. Journal of Applied Psychology, 91(5), 1146–1153. https://doi.org/10.1037/0021-9010.91.5.1146

Vancouver and Kendall, 2006.pdf

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