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 |
|---|---|
| المؤلفون الرئيسيون: | , , |
| منشور في: |
Student Success v.11 n.2 p.109-121 https://doi.org/10.5204/ssj.1677
2020
|
| الموضوعات: | |
| الوصول للمادة أونلاين: | https://doi.org/10.5204/ssj.1677 |
