Self-efficacy beliefs have been a major factor in motivation to participate in a variety of situations. While task efficacy and cognitive control efficacy are well researched, confidence in the ability to control one's affective responses to a situation—affective control efficacy—has only recently been proposed. A questionnaire presenting a simulated performance opportunity was administered to 190 graduate students in education. Analysis of the data to examine the independent effects of task efficacy, cognitive control efficacy, and affective control efficacy on willingness to participate in a public performance situation supported the importance of the new variable.
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