Self-efficacy and intrinsic motivation

February 24, 2026

Self-efficacy, as developed by Bandura (1997), refers to the confidence a person has in their ability to successfully complete a given task. In adult learners, this perception directly influences commitment, perseverance, and success. When a person believes in their ability to learn, they are more motivated and demonstrate greater resilience in the face of obstacles.

This feeling is closely linked to intrinsic motivation, i.e., the pleasure of learning for oneself (Deci & Ryan, 2002). When adults find meaning in their learning and feel competent, they are more inclined to actively engage in a development process. It is important to note that this type of motivation has the most positive influence on knowledge transformation [1].

To reinforce this feeling, adult education is based on realistic goals, constructive feedback, and situations that value personal successes and experiences. The ISFB offers progressive stages of learning. Knowledge acquisition takes place logically and in stages. These stages are interspersed with periods of reflection and a return to work activities. As a result, the chronology of the modules and their connection to real life are essential for optimizing personal effectiveness and intrinsic motivation.

In addition, constructive feedback is provided by the instructors and the ISFB team in order to highlight the progress made rather than focusing solely on areas for improvement. This encourages and guides learners in their training journey.

Valuing the experience of contributors also encourages learners to share their professional situations in relation to the course. The participant's professional experience then becomes a teaching resource for the group. In addition, encouraging self-assessment and allowing learners to set certain personal goals are factors that promote engagement in training and a sense of personal effectiveness. These few examples highlight the Institute's commitment to promoting the transfer of skills to real work situations.

Adult education is not just about acquiring knowledge, but also about developing confidence in one's ability to learn throughout life. The trainer becomes a facilitator of personal and professional development, supporting the construction of knowledge through autonomy, the recognition of achievements, and a sense of competence.

In short, promoting a sense of personal effectiveness and intrinsic motivation means enabling everyone to take charge of their own learning and transformation. In the next article, we will revisit the difference between andragogy and pedagogy.

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