In 1977, Bandura proposed Social Learning Theory in an attempt to understand the interaction between human behavior and the environment. He proposed that the self-efficacy construct (confidence in ability) was a central mediator of behavior change. Numerous sources of information influence efficacy judgments. Two of the sources--enactive experience and emotional arousal--are particularly important while learning a complex, anxiety provoking task. How each of these sources influence efficacy judgments, and thus performance, was the present focus.

The task selected for study was the administration of medication via injection. Twenty undergraduate nursing students were assigned to one of four groups: typical classroom procedure, additional practice, imaginal fear exposure, both additional practice and imaginal fear exposure, or to a control procedure. Performance, self-efficacy, and anxiety were measured throughout the study. According to self-efficacy theory, it was expected that the Practice group would show better performance, higher efficacy judgments, and lower anxiety compared to the other groups.

Results indicated mixed support for self-efficacy theory. Overall, efficacy showed a consistent relationship with performance, with both increasing over time. No such consistent relationship was found between efficacy and anxiety. Predictions that the Practice group would show the best performance were not supported. Overall, the Practice and Imagery groups were similar in performance, efficacy ratings, and anxiety. The Combination group tended to show poorest performance and greatest anxiety. Results were interpreted according to self-efficacy theory, although results suggest that other cognitive mechanisms and processes might also play a role in skill development.