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...
| Institutions: | University of Tasmania University of Bremen |
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| Hauptverfasser: | , , |
| Veröffentlicht: |
Student Success v.11 n.2 p.109-121 https://doi.org/10.5204/ssj.1677
2020
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| Schlagworte: | |
| Online-Zugang: | https://doi.org/10.5204/ssj.1677 |
