Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students

By Peggy P. Chen. 2003

210 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7fbf47e0803f8854b0d81f76d66048c30dcd3fa9

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

A Cross-National Comparison Study on the Accuracy of Self-Efficacy Beliefs of Middle-School Mathematics Students (2007, background): “Their findings reveal that students are generally not well calibrated or accurate in prejudging their per formance capabilities and often display some degree of overconfidence in their capabilities to solve problems (Chen, 2003; Ewers & Wood, 1993; Hackett & Betz, 1989; Pajares & Graham, 1999; Pajar”
The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “As Chen (2003) stated, "If the students' inaccuracy in appraising their self-efficacy results from being unable to understand the task requirements or their performance capability, their accuracy should improve as they gain experience with the task" (p.”
Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy (2019, methodology): “This is in contrast with previous research that found the majority of students to be over-efficacious (Chen & Zimmerman, 2007; Chen, 2003; Ramdass & Zimmerman, 2008).”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “Accurate evaluation also predicted mathematics performance in secondary students in North America (Chen, 2003) and in students surveyed by the Programme for International Student Assessment (PISA) in 2000 (Chiu & Klassen, 2010); accurate evaluation has been additionally associated with more…”
Academic self-efficacy: from educational theory to instructional practice (2012, background): “In fact, as described earlier in this article, most individuals tend to overestimate their capabilities [20].”
Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis (2013, background): “Self-regulation researchers have consistently found that students who demonstrate poor awareness of task demands or their own skill levels are typically those who underperform in school [62–64].”
Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, result): “These findings are especially relevant as previous research indicates overconfident individuals’ moderate effort (Chen, 2002; Chen & Zimmerman, 2007; Winne & Jamieson-Noel, 2002), which in turn may negatively influence performance.”
Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments (2013, background): “Studieswith upper elementary andmiddle school children have demonstrated a positive relation between students' self-perceptions of ability (referred to as math self-efficacy) and performance outcomes (Chen, 2002; Fast et al., 2010).”
Handbook of Metacognition in Education (2009, background): “However, better accuracy is related to better performance (Chen, 2003).”
Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols (2012, result): “The format of these latter questions is consistent with assessment approaches used in other lines of research examining student calibration accuracy and judgments of learning [70–72].”
Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards (2010, methodology): “Bol and Hacker 2001; Bol et al. 2005; Chen 2002; Ewers and Wood 1993; Hacker et al. 2000; Klassen 2006; Kruger and Dunning 1999; Pajares and Graham 1999; Pajares and Kranzler 1995; Winne and Jamieson-Noel 2002).”
Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning (2008, methodology): “Researchers report that students often are inaccurate in judgments of their capability on a task or test (Chen, 2003; Hacker & Bol, 2004).”