The relationship of self-efficacy beliefs to goal setting and achieving outcomes is explored in this chapter. The value of attainment is considered in how interim stages of learning activity can act as positive preparatory experience for final assessments, forming foundations for positive self-efficacy beliefs, and marking progress towards successfully reaching goals. Instances where teachers can help students to choose, plan, and organise learning and experience are discussed. Finally, links between the qualities developed through self-efficacy and self-regulated learning are related to professional practice and entering the workforce.
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