Higher initial self-efficacy increased the odds of students reporting that accomplishing the problems increased their self-efficacy¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i1small
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 For a one-unit increase in initial self-efficacy, the odds of reporting Accomplishing It increased by a factor of 1.5. → Aikens 2023
Evidence¶
Aikens 2023¶
Aikens, M. L., & Kulacki, A. R. (2023). Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.22-04-0076
q3 · i1 · associational · r2
Mixed-effects logistic regression on 429 coded responses modeled reporting Accomplishing It as a function of initial self-efficacy, gender/sex, question type, and course section; the printed odds ratio was 1.48 (B = 0.39, p = 0.001). Gender/sex was not significant as a main effect or interaction.
"For a one-unit increase in self-efficacy levels, holding all other variables constant, the odds of a student reporting Accomplishing It increase by a factor of 1.5 (Table 4)."
Discussion¶
Related Claims¶
- Students' self-efficacy for quantitative biology tasks significantly increased after completing collaborative group work assignments, with large effect sizes — related
- Lower initial self-efficacy significantly increased the odds of students reporting that getting help from peers increased their self-efficacy — related
- Gender/sex predicted reporting that getting help from peers increased self-efficacy when modeled alone, but this relationship was attenuated after accounting for initial self-efficacy — related
- Sociocultural factors, learner motivation, self-efficacy and perceptions of the classroom environment influence FLCA learning outcomes and oral performance — related
- Descriptive patterns link infrequently reported experiences to initial self-efficacy: teaching others and no impact were reported by higher self-efficacy students, consulting a teacher by lower — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
higher-initial-self-efficacy-predicts-accomplishing-it |
title |
Higher initial self-efficacy increased the odds of students reporting that accomplishing the problems increased their self-efficacy |
description |
Higher initial self-efficacy increased the odds of students reporting that accomplishing the problems increased their self-efficacy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — aikens-2023 |
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