Academic Self-Efficacy Scale for Students

 

High School Students/ Bing images Free to use

The ASESS (Academic Self-Efficacy for Students) is designed to measure students’ opinions about their ability to perform well on academic tasks. 

High scoring students earn better grades and are more persistent compared to low scoring students. Those with high scores also use more effective cognitive strategies, organize their time more efficiently, and are better at self-regulation.

     [Read more about self-efficacy theory.]

Format

The 11-items are rated on a 1 to 5 basis from “No Confidence at all” to “Complete Confidence.”

Instructions

The instructions on the scale ask the students: “How much confidence do you have that you can successfully...”

Sample Items

1. Finish homework assignments by deadlines?

8. Remember information presented in class and textbooks?

Availability

When I wrote this post, the scale could be found at this link:  http://academics.ivc.edu/success/Documents/Self%20Regulation%20Assesment.pdf

The scale is reported as an adaptation from Zimmerman et al. (1992) and Chemers et al. (2001).

Cite this post

Sutton, G. W. (2020, November 16). Academic Self-efficacy Scale for Students. Retrieved from https://statistics.suttong.com/2020/11/academic-self-efficacy-scale-for.html 

Related scales:

Academic Self-Efficacy Scale      ASE

General Self-Efficacy Scale       GSE

Mathematics Self-Efficacy and Anxiety Questionnaire      MSEAQ

Resource Link:  A – Z Test Index

Learn more about creating surveys in the highly recommended,

Creating Surveys on AMAZON    or 

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Read More about Self-Efficacy and its relationship to Self-Concept

Books about self-efficacy

You Can Learn by Brown & Ferriter

The Role of Global Self-esteem and Academic Self-efficacy in Students' Academic Achievements by Lovell

References

Chemers, M., Hu, L., & Garcia, B. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal-setting. American Educational Research Journal, 29, 663-676.

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