Accuracy in emerging outdoor educators’ teaching self-efficacy beliefs is critical to student safety and learning. Overinflated self-efficacy beliefs can result in delayed skilled development or inappropriate acceptance of risk. In an outdoor education context, neglecting the accuracy of teaching self-efficacy beliefs early in an educator’s development may impede one’s likelihood of being effective. Metacognitive monitoring interventions are a possible approach to help emerging outdoor educators accurately calibrate their teaching self-efficacy beliefs. Thus, the purpose of this study was to examine the effects of a metacognitive intervention on the accuracy of emerging outdoor educators’ teaching self-efficacy beliefs. Results indicate metacognitive monitoring appears to significantly improve the accuracy of emerging outdoor educators’ teaching self-efficacy beliefs. In contrast, control group participants appeared to consistently overestimate their likelihood of success across all domains of teaching outdoor education, thus further demonstrating the need for interventions to help emerging outdoor educators calibrate their teaching self-efficacy beliefs.
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