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High School Students/ Bing images Free to use |
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.
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).
Resource Link: A – Z Test Index
Learn more about creating surveys in the highly recommended,
available on AMAZON and GOOGLE BOOKS.
Read More about Self-Efficacy and its relationship to Self-Concept
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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