Enhancing self-efficacy and learning performance

The effect of a communication designed to enhance the self-efficacy beliefs of introductory psychology students was examined. The author assigned students (N = 123) into above average, average, and below average performance categories. All students were invited to send the author an e-mail to receive a bonus point. Of the students who responded (n = 76), half were sent an e-mail message designed to enhance their efficacy beliefs, while the other half received a neutral note. As predicted, self-efficacy beliefs were significantly related to exam scores and significantly affected by the efficacy-enhancing communication