Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2024 · checked against its sources 2026-10-18 (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 i? In a regression on first-exam grades, neither self-reported cognitive nor metacognitive strategy use predicted learning outcomes, while self-efficacy did. → Nadja M. Gentner 2024
Evidence¶
Nadja M. Gentner 2024¶
Nadja M. Gentner, Lisa Respondek, Tina Seufert. (2024). Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes. Instructional Science (2024) 52:919–950. https://doi.org/10.1007/s11251-024-09671-x
q3 · i? · causal · r?
Multiple regression for hypothesis H3 with cognitive strategy use, metacognitive strategy use, and self-efficacy reported at t4 entered as predictors of first-exam grade. "Learners’ self-efficacy predicted students’ grade in the first exam"; strategy use did not.
"The analysis revealed that neither students’ self-reported cognitive nor their metacognitive strategy use predicted learning outcomes. Learners’ self-efficacy predicted students’ grade in the first exam"
Discussion¶
Learner Variables¶
- Motivation — predictor: learners who differ on it differ in outcomes
- Self-Efficacy — predictor: learners who differ on it differ in outcomes
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Continuing prompts long-term in learning journals confers no additional benefit: self-reported strategy use and self-efficacy decline across the second unit in both the short-term and long-term conditions, while the quantity of cognitive strategy use in the journals stays stable — related
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
- University students' self-efficacy showed no significant change during a unit of short-term prompting in learning journals — related
- Behavioral and environmental regulation knowledge during digital SRL training predicted biology exam performance — related
- Neither self-efficacy nor course type statistically predicted students' decisions to continue ChatGPT feedback conversations — related
- Short-term prompting in weekly learning journals increases university students' self-reported metacognitive strategy use over time — related
- Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — related
- Self-report metacognitive knowledge (MAI subscales) does not significantly predict metacognitive sensitivity — related
- Motivational changes in the first half of the semester predicted end-of-term study program satisfaction, exam performance, and course dropout — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-efficacy-predicts-exam-grades-strategy-use-does-not |
title |
Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course |
description |
Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nadja-m-gentner-2024 |
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