Research has shown that higher levels of self-efficacy have a significant effect on

students' persistence in completing a challenging task, academic performance and self-

regulated learning (Zimmerman, 2000). Linnenbrink and Pintrich (2003) reviewed

several studies regarding self-efficacy and claim a student with high self-efficacy will be

more cognitively engaged through the use of higher order thinking skills and

metacognitive strategies. In other research, Abouserie's (1994) findings supported the

negative relationship between self-esteem and the variables of stress and anxiety. He

elaborated that the major cause of test anxiety is the possibility of being found

incompetent; a bash to a learner's self-efficacy.

 The literature indicates there is a domain specific nature to students' self-efficacy.

For example, academic self-efficacy was found to account for 21% of the variance in

predicting students' course grades (Choi, 2005); however global self-efficacy was not

found to be a significant predictor of academic achievement (p. 202).

 Many authors have examined self-efficacy, self-esteem, and locus of control and

implications these traits have on learning. Though each of these expectancy components

have their own attributes (Ajzen, 2002) they have many of the same core constructs and

may be more alike than different (Judge, Erez, Bono & Thoresen, 2002).

The value component

 The value components of expectancy-value theory consists of intrinsic

motivation, extrinsic motivation and task value constructs, all of which assign reward on

attainment of a goal. The belief regarding the relationship between these value

components and learning is simply that an increase of value in completing a learning goal

leads to an increase in learning.