Student Self-Report of Social Self-Efficacy
for Relating to Teachers
Last updated: May, 2005
This scale assesses the student’s self-reported beliefs that his or her
interactions with the teacher will likely be positive and productive. The
scale was based on and adapted from related work, including Bandura (1997),
Patrick, Hicks and Ryan (1997), 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 .72, as reported in Hoover-Dempsey and Sandler
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!”
|I can get along with most of my teacher.
|I can go and talk with most of my teachers.
|I can get my teachers
to help me if I have problems with other students.
|I can explain what I think
to most of my teachers.
|I ask the teacher to tell
me how well I'm doing in class.
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,
Ryan, A.M., & Patrick, H. (2001). The classroom social environment and
changes in adolescents’ motivation and engagement during middle school. American
Educational Research Journal,