Self-efficacy increases significantly over the first interval of inquiry training and stays higher through and after training¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
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q3 i2 Repeated-measures ANOVA showed a significant effect of time on self-efficacy, with a significant increase over the first interval (d = 0.51) that remained stable during and after training. → Hans van der Meij 2015
Evidence¶
Hans van der Meij 2015¶
Hans van der Meij, Jan van der Meij, Ruth Harmsen. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Education Tech Research Dev. https://doi.org/10.1007/s11423-015-9378-5
q3 · i2 · causal · r2
Experiment with 61 third-year secondary students (mean age 14.7) randomly assigned to agent, voice, or control conditions in a kinematics inquiry environment; repeated measures ANOVA on four TRSE administrations. The article reports "a significant effect for time" with the first-interval increase at d = 0.51, and scores after training significantly higher than initial appraisals (F(1,55) = 29.47, p = 0.00, d = 0.51).
"Repeated measures ANOVAs with condition and gender as fixed factors revealed a significant effect for time, F(3,53) = 13.18, p = 0.00. Detailed analyses revealed the presence of a significant increase in self-efficacy over the first time interval (before to SE during-1), F(1,55) = 29.71, p = 0.00, d = 0.51."
Discussion¶
Related Claims¶
- Boys hold significantly higher self-efficacy than girls in science inquiry at every measurement point, though the gap narrows during training — related
- University students' self-efficacy showed no significant change during a unit of short-term prompting in learning journals — reports the opposite
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — a broader claim this one bears on
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-efficacy-rises-early-inquiry-training |
title |
Self-efficacy increases significantly over the first interval of inquiry training and stays higher through and after training |
description |
Self-efficacy increases significantly over the first interval of inquiry training and stays higher through and after training |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hans-van-der-meij-2015 |
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