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First-year students’ academic self-efficacy calibration: differences by task type, domain specificity, student achievement level, and over time

Talsma, K ORCID: 0000-0002-7793-5803, Norris, K ORCID: 0000-0003-3661-2749 and Schuz, B 2020 , 'First-year students’ academic self-efficacy calibration: differences by task type, domain specificity, student achievement level, and over time' , Student Success, vol. 11, no. 2 , pp. 109-121 , doi: 10.5204/ssj.1677.

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Abstract

This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs andacademic outcomes) in first-year psychology students (n=197) differed as a function of task type (writtenassignment/multiple-choice exam), domain specificity (task level/subject level), over time (mid-semester/end ofsemester) and according to student achievement level (high achievers/low achievers). Lower-achieving students wereoverconfident across both the written assignment and the exam, while higher-achieving students were accuratelycalibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semesterand the end of semester (though students remained overconfident). Higher-achieving students’ subject-levelcalibration remained stable over the semester, and they were about half as overconfident as the lower-achievingstudents. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole,overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.

Item Type: Article
Authors/Creators:Talsma, K and Norris, K and Schuz, B
Keywords: academic performance, first-year students, self-efficacy, student experience
Journal or Publication Title: Student Success
Publisher: Queensland University of Technology
ISSN: 2205-0795
DOI / ID Number: 10.5204/ssj.1677
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