Student Self-Report of Academic Self-Efficacy
Last updated: May, 2005
This scale assesses student beliefs about personal abilities to complete
schoolwork successfully. The scale was based on and adapted from related
work, including Bandura (1997), Patrick, Hicks and Ryan (1997), Roeser, Midgley
and Urdan (1996), and Ryan and Patrick (2001). It was used during our recent
three-year study of the parental involvement process, as reported in
Hoover-Dempsey and Sandler (2005).
The scale employed a four-point Likert-type response scale: 1 = not true,
2 = a little true, 3 = pretty true, 4 = very true.
Alpha reliability for the scale administered to a sample of 358 public
school students in grades 4-6 was .71, as reported in Hoover-Dempsey and
Sandler (2005).
Students were asked to respond to the following prompt:
“Dear Student, Students have many different ideas about school and homework.
Please tell us how true each of the following ideas are for you. There are
no right or wrong answers. The right answer is the answer that is most true
for you. Your parents and teachers will NOT see what you say. Thank you!”
1.
|
I can do even the hardest
homework if I try.
|
2.
|
I can learn the
things taught in school.
|
3.
|
I can figure out
difficult homework.
|
References:
Bandura, A. (1997).
Self-efficacy: The exercise of control. New
York: W. H. Freeman.
Hoover-Dempsey, K.V., & Sandler, H.M. (2005).
Final Performance
Report for
OERI Grant # R305T010673: The Social Context of Parental Involvement: A
Path to Enhanced Achievement. Presented to Project Monitor, Institute
of
Education Sciences, U.S. Department of Education, March 22, 2005.
Patrick, H., Hicks, L. & Ryan, A.M. (1997). Relations of perceived
social efficacy and social goal pursuit to self-efficacy for academic work.
Journal of Early Adolescence, 17, 109-128.
Roeser, R.W., Midgley, C., & Urdan, T. (1996). Perceptions of the school
psychological environment and early adolescents’ psychological and behavioral
functioning in school: The mediating role of goals and belonging.
Journal
of Educational Psychology 88(3), 408-422.
Ryan, A.M., & Patrick, H. (2001). The classroom social environment
and changes in adolescents’ motivation and engagement during middle school.
American Educational Research Journal, 38, 437-460.
