Changes in Biology Self-Efficacy during a First-Year University Course

Author(s)
Ainscough, Louise
Foulis, Eden
Colthorpe, Kay
Zimbardi, Kirsten
Robertson-Dean, Melanie
Chunduri, Prasad
Lluka, Lesley
Publication Date
2016-06-01
Abstract
Academic self-efficacy encompasses judgments regarding one’s ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (<i>n</i> = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions.
Citation
CBE Life Sciences Education, 15(2), p. 1-12
ISSN
1931-7913
Pubmed ID
27193290
Link
Publisher
American Society for Cell Biology
Rights
Attribution-NonCommercial-ShareAlike 3.0 Unported
Title
Changes in Biology Self-Efficacy during a First-Year University Course
Type of document
Journal Article
Entity Type
Publication

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