The Relationships between Freshmen's Accuracy of Self-Evaluation and the Likelihood of Succeeding in Chemistry and Physics Exams in Two STEM Undergraduate Courses

Autor/inn/en	Testa, Italo; Galano, Silvia; Tarallo, Oreste
Titel	The Relationships between Freshmen's Accuracy of Self-Evaluation and the Likelihood of Succeeding in Chemistry and Physics Exams in Two STEM Undergraduate Courses
Quelle	In: International Journal of Science Education, 45 (2023) 5, S.358-382 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Testa, Italo) ORCID (Galano, Silvia) ORCID (Tarallo, Oreste)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2162833
Schlagwörter	College Freshmen; Accuracy; Self Evaluation (Individuals); Grade Prediction; Science Achievement; Chemistry; Physics; STEM Education; Predictor Variables; Introductory Courses; Self Efficacy; Gender Differences; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Studienanfänger; Chemie; Physik; STEM; Prädiktor; Einführungskurs; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Ausland; Italien
Abstract	In this longitudinal study, we investigate how demographic, cognitive and meta-cognitive variables affect students' success in chemistry and physics exams in two Science-Technology-Engineering-Mathematics undergraduate courses, biology and engineering. Independent variables include high school final examination performance, chemistry and physics marks, self-efficacy and accuracy of self-evaluation, namely the difference between the estimation of one's own performance in a specific task measured with a confidence rating scale and the actual performance score. We involved 81 biology and 125 engineering freshmen students in the study. Biology students were attending a General Chemistry course, while Engineering students were attending a General Physics course. Accuracy of self-evaluation scores were calculated through Rasch analysis of responses to an instrument that included chemistry and physics items, and a confidence tier. We found that for both courses, the likelihood of passing the exams of chemistry and physics was significantly predicted solely by their accuracy of self-evaluation accuracy score. We found the overconfident students had lower likelihood of passing the exam. Our results suggest that the perception of one's own ability is a relevant factor for predicting students' success at undergraduate level and can be a better predictor of academic success than high school performance and self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01