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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Queensland University of Technology
2020-10-01
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| Series: | Student Success |
| Subjects: | |
| Online Access: | https://studentsuccessjournal.org/article/view/1677 |