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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), over time (mid-semester/end of semester) and according to student achievement level (high achievers/low achievers). Lower-achieving students were overconfident across both the written assignment and the exam, while higher-achieving students were accurately calibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semester and the end of semester (though students remained overconfident). Higher-achieving students’ subject-level calibration remained stable over the semester, and they were about half as overconfident as the lower-achieving students. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole, overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.

Item Type:	Refereed Article
Keywords:	academic performance, first-year students, self-efficacy, student experience
Research Division:	Psychology
Research Group:	Applied and developmental psychology
Research Field:	Educational psychology
Objective Division:	Education and Training
Objective Group:	Other education and training
Objective Field:	Other education and training not elsewhere classified
UTAS Author:	Talsma, K (Dr Kate Talsma)
UTAS Author:	Norris, K (Professor Kimberley Norris)
ID Code:	142719
Year Published:	2020
Deposited By:	Psychology
Deposited On:	2021-02-09
Last Modified:	2021-02-12
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