Abstract
This study examined the effects of self-efficacy in preparatory and performance contexts. We conducted a longitudinal study of 63 students' exam preparation and performance. Three waves of data were collected in conjunction with course exams. Within each wave, self-efficacy was assessed at 2 time points, 1 week before the exam (preparatory self-efficacy) and within the 24 hr preceding the exam (performance self-efficacy). We expected preparatory and performance self-efficacy to predict exam preparation and performance, respectively. Multilevel analysis revealed that the effects of preparatory self-efficacy depended on the level of analysis, but performance self-efficacy had positive effects on exam performance at the between- and within-person levels of analysis. Our results suggest that timing of self-efficacy assessment matters as the effects of self-efficacy depend on the context.
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