What is the role of slow and fast thinking in self-efficacy?

I found Loretta’s posting about play very interesting and very related with what we discussed in the previous class. From my reading, I understood that children are spending less time engaging in unstructured play (i.e., “self-directed, done with no outside reward, have some type of rules or structure, and have an element of imagination”) which, according to the paper, boosts the development of different areas, such as decision-making, teamwork, self-regulation (and self-efficacy, why not). Importantly, unstructured play also allows the child to learn about the process of discovery and learning while she engages in the activity. In this line, teachers’ goals that are not aligned with their students’ academic interest might constrain the opportunities in the classroom for the learners to explore their own interests and the experience of self-efficacy. When this mismatch occurs, students behave mainly to meet their teachers’ expectations (e.g., have good grades in the finals) instead of exploring and learn about what they feel self-efficacy for. Unfortunately, in this context it is more likely that learning becomes in something that is automatic and passive. Students’ goal is not to engage in the process of learning and discovery but behave according to their teachers’ rules. I wonder if this is related with what Kahneman called slow thinking.