Define Self-Efficacy And Self-Esteem. How Are These Concepts

Define self-efficacy and self-esteem. How are these concepts different?

Self-efficacy and self-esteem are two fundamental psychological constructs that influence an individual's motivation, behavior, and overall mental well-being. Self-efficacy refers to a person's belief in their capacity to successfully execute specific tasks or achieve particular goals (Bandura, 1977). It is context-specific, meaning that an individual might have high self-efficacy in academic pursuits but lower in athletic skills, depending on their past experiences and perceived abilities. Self-efficacy influences an individual's choices, effort, persistence, and resilience when faced with challenges (Schunk & DiBenedetto, 2020). In contrast, self-esteem pertains to an individual's overall sense of self-worth or personal value. It reflects how much a person appreciates and likes themselves regardless of specific competencies or failures (Rosenberg, 1965). Self-esteem is more global and stable over time, often encompassing feelings about oneself in various life domains.

The key difference between these two constructs lies in their focus. Self-efficacy is task- and situation-specific, linked to beliefs about capabilities, which can vary across different contexts. Self-esteem, on the other hand, is a broader evaluation of oneself as a person, encompassing feelings of self-acceptance and self-respect. While high self-efficacy can contribute to higher self-esteem by reinforcing a sense of competence, it is possible to have high self-efficacy in certain areas but still possess low overall self-esteem if one views oneself negatively across the board (Baumeister et al., 2003).

Which appears to be more important when raising children who will someday seek out careers of their own?

When considering the development of children towards their future careers, self-efficacy appears to be more critical than self-esteem. According to Bandura’s social cognitive theory, fostering a child's belief in their abilities to perform specific tasks influences their motivation to pursue and persist in career-related activities. Children with high self-efficacy are more likely to set challenging goals, persevere through difficulties, and recover from setbacks—all vital traits for success in their professional lives (Lent, Brown, & Hackett, 1994). This task-specific confidence directly impacts career exploration, skill development, and resilience, which are essential for career advancement and satisfaction.

Self-esteem, although important for overall psychological health and well-being, does not directly influence specific career behaviors. A child with high self-esteem may feel good about themselves but might lack the necessary confidence in particular skills or competencies needed to succeed professionally. Conversely, a child with high self-efficacy in specific domains, even if their overall self-esteem is moderate, is more likely to pursue career opportunities aligned with their strengths and interests (Zimmerman, 2000).

Furthermore, promoting self-efficacy in children supports the development of intrinsic motivation and a growth mindset—beliefs that abilities can be developed through effort and learning. These qualities are crucial as individuals navigate the dynamic and evolving landscape of modern careers (Dweck, 2006). Children who believe in their capabilities are more inclined to embrace challenges, seek new experiences, and adapt to changes, which are all vital in pursuing successful careers.

Why is this the case?

The emphasis on self-efficacy over self-esteem in career development stems from the fact that career success is largely determined by one's ability to acquire skills, adapt to challenges, and maintain motivation over time. Bandura (1997) asserts that self-efficacy beliefs influence goal setting, effort, resilience, and persistence—all essential for career achievement. High self-efficacy fosters proactive behaviors, problem-solving skills, and confidence in facing career-related obstacles, which directly enhance career prospects.

On the other hand, while self-esteem supports mental health and social relationships, it does not necessarily translate into specific actions or behaviors that lead to career success. A person with high self-esteem but low self-efficacy might have a positive self-view but lack confidence in their ability to perform relevant tasks, resulting in stagnation or avoidance of career challenges. Therefore, cultivating self-efficacy provides children with a more targeted and functional foundation for career development than self-esteem alone (Bandura, 1996).

In conclusion, nurturing self-efficacy in children equips them with the belief and confidence needed to actively engage in career-related pursuits, persist through obstacles, and adapt to changing circumstances. While self-esteem contributes to overall well-being, it is primarily the belief in one's capabilities—self-efficacy—that drives specific behaviors conducive to successful career development.

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Bandura, A. (1996). Self-efficacy beliefs in human development. In J. E. Maddux (Ed.), Self-efficacy, Adaptation, and Adjustment (pp. 3-33). Springer.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unified theory of career development. Journal of Vocational Behavior, 45(1), 79-122.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101831.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.