Supplemental Instruction, Calibration, and Self-Efficacy: A Path Model Analysis

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Quantitative Modeling Approaches to College Student Outcome Analysis

Abstract

Supplemental Instruction (SI) targets historically difficult courses through optional, peer-led group study sessions. Using Zimmerman’s (2002) model of self-regulated learning (SRL), we examined how pre-existing self-efficacy beliefs and calibration accuracy of general biology students predict their decisions to attend SI. In addition, we studied the benefits of SI attendance on students’ final self-efficacy, calibration, and course grades. Results from a path model analysis indicated that students with low self-efficacy and low total SAT scores were more likely to attend SI, but beginning calibration was not a factor. SI attendance did not predict final self-efficacy or calibration, but there were significant direct effects of SI attendance, final self-efficacy, and final calibration on students’ final course grades.

Authors

• Jennifer L Grimm, Old Dominion University

• Linda Bol, Old Dominion University

• Tony Perez, Old Dominion University