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| The requisite motivations to use routes to desired goals. (Compare with pathways thinking.) |
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| Goal-directed thinking in which a group of people have the perceived capacity to find routes to desired goals and the requisite motivations to use those routes. |
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| A perspective in which one emphasizes future events and the consequences of one's actions. Future oriented people focus on planning for things to come. |
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| Characteristic use of a flexible explanatory style in which one has learned to make external (outside oneself), variable (not consistent), and specific (limited to a specific situation) attributions for one's failures. In contrast, pessimists have learned to look at failures as due to internal (characteristics of oneself), stable (consistent), and global (not limited to a specific situation) attributions. |
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| One's expectancy that good things rather than bad will happen. It is a stable trait in some people and is independent of self-efficacy (Scheier & Carver, 1985) |
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| The perceived capacity to find routes to desired goals. (Compare with agency thinking.) |
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| A perspective in which one emphasizes past occurrences, pleasurable experiences, or previous relationships when thinking about time. |
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| A perspective in which one emphasizes the here and now, looking to the present to experience pleasure and satisfy needs. |
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| Belief that one's skills and capabilities are enough to accomplish one's desired goals in a specific situation. |
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| A theory suggesting that people's self-efficacy (confidence in their abilities) influences their actions and thoughts in such a way that they shape their environments. For example, a child who thinks she might be good at baseball tries out for the team. Trying out for the baseball team in turn gives the child opportunities to develop her skills to gain confidence in her abilities. Then the child thinks more positively about her ability to do a variety of sports. Therefore, the child's beliefs influenced the type of environment in which she pursued goals. |
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