First-Year Students' Academic Self-Efficacy Calibration : Differences by Task Type, Domain Specificity, Student Ability, and Over Time.

This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written assignment/multiple-choice exam), domain specificity (task level/subject level), ov...

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Institutions:	University of Tasmania University of Bremen
Những tác giả chính:	Talsma, Kate, Norris, Kimberley, Schüz, Benjamin
Được phát hành:	Student Success v.11 n.2 p.109-121 https://doi.org/10.5204/ssj.1677 2020
Những chủ đề:	Academic achievement First year students High achievement Low achievement Self efficacy Student experience Student attitudes Self esteem Online surveys Measures (Individuals) Higher education Australia
Truy cập trực tuyến:	https://doi.org/10.5204/ssj.1677