The Stronger Impacts of Cognitive Self-Modeling and Self-Persuasion on Japanese High School Students’ Speaking Self-Efficacy

抄録

This empirical study is a revised version of Miyauchi (2019a), analyzing the same data using different analytic methods. This study compares Bandura’s (1997) traditional sources of self-efficacy information, vicarious experiences (VE) and verbal persuasion (VP) with more personalized types of information sources, cognitive self-modeling (CSM) and self-persuasion (SP), which derive directly from learners’ own cognitive appraisals. The results showed that the influence of self-dependent types of information (CSM and SP) was greater when forming Japanese high school students’ speaking self-efficacy than that of traditional information sources dependent on others (VE and VP). This tendency was more noticeable with in-class self-efficacy as compared with out-of-class self-efficacy. Considering the results of this study, future implications are discussed.