Relations between Domain and Situational factors, Belief system and Outcomes

Inspiring by Pajares's (1996) paper, I began to think about how to clarify human beings' different belief systems based on domain and contextual conditions, including self-efficacy, self-esteem, self-concept, and expectancy of outcome or value. From Bandura's point of view, self-efficacy seems to be more domain-specific and it is highly situational. However, Pajares mentioned that for self-concept, it would be more domain-general and people might hold more stable beliefs toward themselves no matter the outcomes turn out to be a failure or a success. This makes me re-think about Bandura and Cervone's (1983) statement on the relations between self-efficacy, self-evaluation and motivational effects. For domain-specific tasks, the standards or the goals are set mostly by teachers and schools as also mentioned by Arianna. Would this influence students' development of self-efficacy? I'm considering that whether the adoption of external goals or assessment standards would shift students' belief systems towards more object-oriented direction, such as others' judgment or evaluation, rather than beliefs on themselves' competencies in locus of control.

While, for more domain general self belief systems,  there might be more influential factors apart from academic learning contexts, such as activities in family life, communities, or other social activities. I'm thinking about what situational factors could be in influencing individuals' other belief systems, such as self-esteem, self-concept, value and outcome expectancy.  And how those beliefs interact with more domain-specific self-efficacy belief? 

As for learning outcomes, currently most research focus on the cognitive achievement. However, many non-cognitive traits seems to be neglected, such as perseverance, self-discipline, communication skills, empathy, and social responsibility. What's the role of our school systems play in cultivating those capabilities through domain-specific learning methods and distinct contexts? And how could schools interact with more broader contexts together so as to enhance individuals' belief system more holistically?