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...

詳細記述

書誌詳細

Institutions:	University of Tasmania University of Bremen
主要な著者:	Talsma, Kate, Norris, Kimberley, Schüz, Benjamin
出版事項:	Student Success v.11 n.2 p.109-121 https://doi.org/10.5204/ssj.1677 2020
主題:	Academic achievement First year students High achievement Low achievement Self efficacy Student experience Student attitudes Self esteem Online surveys Measures (Individuals) Higher education Australia
オンライン･アクセス:	https://doi.org/10.5204/ssj.1677