Changes in Biology Self-Efficacy during a First-Year University Course

Area of Science:

• Educational Psychology
• Biology Education

Background:

• Academic self-efficacy, defined as confidence in performing academic tasks, is linked to student achievement and persistence.
• Understanding changes in self-efficacy is crucial for supporting first-year students in challenging science courses.

Purpose of the Study:

• To investigate the changes in biology self-efficacy among first-year students throughout a semester-long course.
• To identify factors influencing biology self-efficacy and examine the accuracy of students' self-perceptions.

Main Methods:

• Administered the 21-item Biology Self-Efficacy Scale (BSES) to 614 first-year students at the beginning and end of the semester.
• Assessed the influence of prior high school coursework and in-course experience on self-efficacy.
• Analyzed self-efficacy accuracy by comparing students' ratings with their actual performance.

Main Results:

• Student self-efficacy significantly increased over the course of the semester.
• Initial self-efficacy was influenced by high school biology and chemistry, but in-course experience became the primary factor by semester's end.
• A notable percentage of students (24% high-achieving, 40% low-achieving) exhibited inaccurate self-efficacy judgments.
• Female students reported lower overall self-efficacy than males, with high-achieving females disproportionately underestimating their abilities.

Conclusions:

• The Biology Self-Efficacy Scale effectively tracks self-efficacy changes in introductory biology courses.
• Interventions may be needed to address inaccurate self-efficacy perceptions, particularly among female students, to improve academic outcomes.