ArticleCBE life sciences education2025
Self-Efficacy is a Stronger Predictor of Final Grade Than Motivation in an Introductory Biology Course: A Structural Equation Analysis.
Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Building capacity in translational research ethics among early-stage investigators: A pilot course on the ethics of the clinician-researcher dual-role.Journal of clinical and translational science · 2026Article
- Self-efficacy and metacognitive strategies in blended science learning: a self-regulated learning perspective.Frontiers in psychology · 2026Article
- From disengagement coping to academic self-efficacy: the conditional role of emotional competence in STEM students.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Student self-efficacy, their confidence to successfully perform a task, is positively related to course performance. Students with high self-efficacy for a task are more motivated toward that task. Yet few studies have measured students' self-efficacy and motivation levels after exams are returned in introductory biology classes or studied how these levels relate to final course grades. To address these questions, we used structural equation modeling to examine how introductory biology students' (
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Registered trials
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