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The ASESS 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.
The 11-items are rated on a 1 to 5 basis from “No Confidence at all” to “Complete Confidence.”
The instructions on the scale ask the students: “How much confidence do you have that you can successfully...”
1. Finish homework assignments by deadlines?
8. Remember information presented in class and textbooks?
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).
Resource Link: A – Z Test Index
Learn more about creating surveys in the highly recommended,
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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