Calibration Matters for the Relationships of Self-Efficacy With Motivation and Achievement

• In Event: Self-Regulated Learning: Applications Across Domains

Abstract

Compared to a large body of literature that corroborates the positive effects of self-efficacy on desired educational outcomes, relatively less attention has been paid to how the function of self-efficacy differs by its accuracy or bias. Using the 2015 Program for International Student Assessment (PISA) dataset of Korea and the US, we examined the moderating role of calibration (accuracy, bias) in the relationships of self-efficacy with motivation (interest, utility value) and achievement. The results from the two countries consistently demonstrated the effects of self-efficacy were significantly moderated by its accuracy and bias. The positive relationships of self-efficacy with interest and achievement were stronger for students with accurate than inaccurate self-efficacy and also for overconfident than underconfident students in both countries.

Authors

• Sungwha Kim, Korea University - Brain and Motivation Research Institute
  Presenting Author

• Eunjung Myoung, Korea University
  Non-Presenting Author

• Ju Ae Kim, Korea University - Brain and Motivation Research Institute
  Non-Presenting Author

• Suyeon Gena Kim, bMRI/Korea University
  Non-Presenting Author

• Seung Hyun Lee, Brain and Motivation Research Institute
  Non-Presenting Author

• Pey-Yan Liou, Korea University
  Non-Presenting Author

• Mimi Bong, Korea University
  Non-Presenting Author