Self-efficacy judgments correspond less well to behavior in learning settings than in performance settings¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? A review reports that agreement between efficacy judgments and behavior ranged from 84-92 percent in snake-phobic performance research but only 51-85 percent in arithmetic skill acquisition studies. → Schunk 1996

Evidence¶

Schunk 1996¶

Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. https://eric.ed.gov/?id=ED394663

q2 · narrative review reporting earlier studies second-hand · i? · no effect size printed; the entry gives agreement percentages only (84–92% in phobic performance research, 51–85% in two arithmetic skill-acquisition studies), with no test of the difference · review · r2

Accuracy of self-appraisal section comparing Bandura's phobic research (84-92 percent agreement) with two arithmetic skill studies (Bandura & Schunk, 1981; Schunk, 1981) where correspondence at the individual task level ranged from 51-85 percent. Pajares and Miller (1994) found most students displayed some overconfidence.

"This research yielded very high percentages of agreement between efficacy and actual behavior (range = 84 92 percent)"

Studies bearing on this claim¶

Does a gain in reported confidence mean a gain in skill? This table gathers the studies behind this claim and the 7 narrower claims that bear on it: 8 distinct studies (2 review, 2 causal, 2 qualitative, 1 associational, 1 design), q2–q3, 0 of 8 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — the general claim this finding bears on, with the studies behind it
• Self-efficacy measures show high reliability and domain-specific validity — related
• Posttest self-efficacy accounts for a significant increment in posttest skill variability, but its relation to persistence is mixed in learning settings — related
• Prior Knowledge Needed For Accurate Self Assessment — related
• Writing is presented as uniquely corresponding to the features of successful learning — related
• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects — related
• AI literacy instruction widened a confidence-knowledge gap: students' perceived understanding of AI tools increased significantly after instruction while actual knowledge improved minimally — related
• Teachers report very high self-perceived competence and efficacy that are virtually unrelated to their schools' prior achievement levels — related