In an initial section, this paper presents a review of the literature and discusses the hypothesized relationship between self-efficacy, (defined as personal judgments of how well one can organize and implement behaviors in situations that may contain novel, unpredictable and possibly stressful elements) and achievement behavior. Source of efficacy information, i.e., performance attainments, vicarious experiences, social persuasion, and physiological indices, are discussed in detail. The processes involved in the integration of efficacy information are described. A second section reviews research on the self-efficacy model, focusing on studies which collectively address the relationship of self-efficacy to achievement behavior in the context of competency development. The presentation of the basic components of the reseach studies includes a focus on processes to develop self-efficacy skills; the use of subtraction or division tasks, pre-test, post-test designs for self-efficacy assessments, and participation in competency development programs over multiple sessions. An extensive bibliography is appended. (PAS)