Examining students' self-efficacy and perceptions of task difficulty in learning from multiple texts

We examine students' ratings of task difficulty and associate these with self-efficacy and objective and subjective measures of task performance, within the context of learning from multiple texts. Participants were asked to report their self-efficacy for multiple text task completion and then to compose an argument about a controversial topic (i.e., the U.S. adopting a universal basic income). Students were asked to rate and justify their...