Undergraduate students face a difficult transitionary period in their first year of study where they are exposed to many new personal and academic challenges. During this phase relatively high levels of dropout have been reported by HE institutions combined with the rising prevalence of mental health issues.
Self-concept and metacognition are two subjects which have been shown to affect the student experience. This study was novel in that it married the two together by providing a platform for students to reflect on their self-confidence during early formative assessments. This provided students with a scaffold in which to develop their metacognitive abilities. As such the aim of this study was to investigate self-reported academic confidence in first year undergraduate students during formative assessments.
Results from this study indicated that this novel form of self-assessment may be valuable for educators in identifying students who may benefit for additional support.
