Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy how the former mediates latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed Interpreting Self-Efficacy (ISE) Scale before self-assessing English-Chinese consecutive performance. Spearman correlation tests were employed investigate ISE level accuracy, compared teacher’s marks. Although positively correlated, relation was not significant. Medium low could only vaguely predict performance, but capable accurate regardless level. This justifies more rigorous reflection on self-regulated learning enabled by classrooms, is simultaneously informed multiple social psychological variables experienced individual learners, such as self-efficacy.