Calibration between Student Mastery and Self-efficacy
Document Type
Article
Publication Date
2005
Digital Object Identifier (DOI)
https://doi.org/10.1080/03075070500160244
Abstract
Content mastery and self‐efficacy were measured at the beginning and at the end of two classes in Research Methods in Psychology. A multiple‐choice test measured content mastery and a questionnaire measured self‐efficacy. Self‐efficacy reports improved significantly over the course of instruction, as did examination performance. The correlation between self‐efficacy and content mastery rose from .33 at pre‐test to .49 at post‐test, although the difference between the two correlations was not significant. The size of the correlation between self‐efficacy and content mastery indicates calibration, that is, the similarity in standing between a self‐description of skills and a normative evaluation of the same skills. The results are consistent with the idea that instruction facilitates content mastery, self‐efficacy and calibration. Students improve in actual knowledge and beliefs regarding competence in a domain, but also appear to gain a better understanding of their own standing relative to others in the domain.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Studies in Higher Education, v. 30, issue 4, p. 473-483
Scholar Commons Citation
Brannick, Michael T.; Miles, Donald E.; and Kisamore, Jennifer L., "Calibration between Student Mastery and Self-efficacy" (2005). Psychology Faculty Publications. 2326.
https://digitalcommons.usf.edu/psy_facpub/2326
