CALIBRATION OF SELF-EFFICACY FOR CONDUCTING A CHI-SQUARED TEST OF INDEPENDENCE

Authors

  • WHITNEY ALICIA ZIMMERMAN The Pennsylvania State University
  • DEBORAH D. GOINS The Pennsylvania State University

DOI:

https://doi.org/10.52041/serj.v14i2.262

Keywords:

Statistics education research, Self-efficacy calibration, Statistics self- efficacy, Assessment

Abstract

Self-efficacy and knowledge, both concerning the chi-squared test of independence, were examined in education graduate students. Participants rated statements concerning self-efficacy and completed a related knowledge assessment. After completing a demographic survey, participants completed the self-efficacy and knowledge scales a second time. Individuals with and without prior experiences with the topic were compared; those with prior experiences gave significantly higher self-efficacy ratings and had higher demonstrated knowledge scores, although the latter difference was not statistically significant. While self-efficacy and knowledge scores did not differ significantly between the two administrations, individuals without prior topic experience saw greater improvements in self-efficacy calibration. Findings suggest that self-efficacy calibration may be improved through completing an
assessment.

First published November 2015 at Statistics Education Research Journal Archives

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Published

2015-11-30

Issue

Section

Regular Articles