| I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance K Talsma, B Schüz, R Schwarzer, K Norris Learning and individual Differences 61, 136-150, 2018 | 421 | 2018 |
| Miscalibration of self-efficacy and academic performance: Self-efficacy≠ self-fulfilling prophecy K Talsma, B Schüz, K Norris Learning and Individual Differences 69, 182-195, 2019 | 124 | 2019 |
| COVID-19 beliefs, self-efficacy and academic performance in first-year university students: cohort comparison and mediation analysis K Talsma, K Robertson, C Thomas, K Norris Frontiers in Psychology 12, 643408, 2021 | 82 | 2021 |
| First-year students' academic self-efficacy calibration: Differences by task type, domain specificity, student achievement level, and over time K Talsma, K Norris, B Schuz Student Success 11 (2), 109-121, 2020 | 18 | 2020 |
| Self‐regulatory and demographic predictors of grades in online and face‐to‐face university cohorts: A multi‐group path analysis K Talsma, A Chapman, A Matthews British Journal of Educational Technology 54 (6), 1917-1938, 2023 | 3 | 2023 |
| Self-efficacy and academic performance: a chicken-and-egg conundrum K Talsma, K Norris, B Schuz STARS Conference Proceedings, 1-10, 2019 | 3 | 2019 |
| Towards a deeper understanding of believing and achieving in educational settings: Reciprocity and calibration of self-efficacy and academic performance K Talsma University of Tasmania, 2017 | 1 | 2017 |
| What is students’ academic self-efficacy based on? Stability of academic confidence in the face of contrary performance outcomes K Talsma, B Schuz, R Schwarzer, K Norris University Of Tasmania, 2016 | | 2016 |
| I believe, therefore I achieve (or vice versa, or both?): The reciprocal relationship between self-efficacy and academic performance K Talsma, B Schuz, R Schwarzer, K Norris University Of Tasmania, 2015 | | 2015 |
Kimberley NorrisProfessor of Psychological Sciences, University of TasmaniaVerified email at utas.edu.au
