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Academic Self-Efficacy Scale: Understanding Your Potential for Academic Success
Are you struggling to reach your academic goals? Do you find yourself doubting your abilities to succeed in your studies? Understanding your academic self-efficacy is crucial for unlocking your full potential. This comprehensive guide delves into the academic self-efficacy scale, explaining what it is, how it's used, and how you can leverage its insights to improve your academic performance. We'll explore its components, different scales available, and how you can apply this understanding to boost your confidence and achieve academic excellence.
What is the Academic Self-Efficacy Scale?
The academic self-efficacy scale is a psychological instrument designed to measure an individual's belief in their ability to successfully perform academic tasks. It's not about measuring your current knowledge or skills, but rather your confidence in your ability to learn and master new material. High self-efficacy is associated with greater persistence, effort, and ultimately, higher academic achievement. Conversely, low self-efficacy can lead to avoidance, procrastination, and feelings of helplessness. Understanding your self-efficacy score provides valuable insight into your learning process and allows you to develop strategies to enhance your academic journey.
Components of the Academic Self-Efficacy Scale
Most academic self-efficacy scales assess confidence across several key areas. These might include:
#### H3: Subject-Specific Confidence:
Many scales delve into specific subject areas. You might be asked to rate your confidence in mathematics, science, writing, or other academic disciplines. This granular approach helps pinpoint areas where your self-efficacy might be stronger or weaker.
#### H3: Task-Specific Confidence:
This aspect assesses confidence in performing specific academic tasks, such as writing essays, solving complex problems, or preparing for exams. It helps identify areas where you might need additional support or strategies.
#### H3: General Academic Self-Efficacy:
This measures overall confidence in your academic abilities. It provides a broader picture of your belief in your capacity to succeed academically.
#### H3: Self-Regulated Learning Beliefs:
Some scales also incorporate aspects of self-regulated learning, encompassing your belief in your ability to plan, monitor, and evaluate your own learning. This component highlights the metacognitive aspects of academic success.
Different Types of Academic Self-Efficacy Scales
There isn't one single, universally accepted academic self-efficacy scale. Researchers have developed various scales, each with its own strengths and limitations. Some scales are broader, assessing general academic self-efficacy, while others are more specific, focusing on particular subjects or tasks. The choice of scale depends on the research question or the specific application. The length and format also vary, with some being short and concise, while others are more extensive. It's crucial to select a scale appropriate for your specific needs and context.
How the Academic Self-Efficacy Scale is Used
The scale is typically administered through a questionnaire, where individuals rate their confidence in their ability to perform various academic tasks on a Likert scale (e.g., strongly disagree to strongly agree). The responses are then scored to provide an overall self-efficacy score, and often, scores for specific areas as well. These scores can be used in several ways:
Individual Self-Reflection: Students can use the scale to identify areas where they feel confident and areas where they lack confidence. This self-awareness is the first step towards improvement.
Educational Interventions: Educators can use the scale to identify students who may benefit from targeted interventions, such as academic counseling or specific learning strategies.
Research: Researchers use the scale to investigate the relationship between self-efficacy and academic performance, as well as the effectiveness of interventions aimed at boosting self-efficacy.
Improving Your Academic Self-Efficacy
Even if you score low on an academic self-efficacy scale, don't despair! Self-efficacy is not fixed; it can be improved through targeted strategies:
Set Realistic Goals: Start with achievable goals and gradually increase the difficulty as you gain confidence.
Seek Feedback: Regularly seek feedback from instructors and peers to gauge your progress and identify areas for improvement.
Develop Effective Learning Strategies: Employ proven learning techniques such as active recall, spaced repetition, and interleaving.
Positive Self-Talk: Replace negative self-talk with positive affirmations. Believe in your abilities.
Seek Support: Don't hesitate to seek help from instructors, tutors, or mentors when facing challenges.
Conclusion
The academic self-efficacy scale is a powerful tool for understanding and enhancing your academic performance. By assessing your belief in your ability to succeed, you can identify areas for improvement and develop strategies to boost your confidence. Remember that self-efficacy is malleable, and with consistent effort and the right strategies, you can cultivate a strong belief in your ability to achieve academic excellence.
FAQs
1. Is there a single "best" academic self-efficacy scale? No, there isn't a universally accepted "best" scale. The most appropriate scale depends on the specific context and research question.
2. Can I use the academic self-efficacy scale on my own? Yes, many scales are available online and can be completed independently. However, it's advisable to interpret the results carefully and consider seeking professional guidance if needed.
3. How often should I assess my academic self-efficacy? The frequency depends on your individual needs. Regular assessments can help track progress and identify areas needing attention. Consider assessing it at the beginning and end of a semester or academic year.
4. What if my self-efficacy score is low? A low score doesn't mean you are destined to fail. It simply highlights areas where you can focus your efforts to improve your confidence and skills. Use the strategies mentioned above to boost your self-efficacy.
5. Can academic self-efficacy be improved in all students? While it's not guaranteed to improve in every case, research consistently demonstrates that targeted interventions and strategies can significantly boost self-efficacy in most individuals. Persistence and a willingness to learn are crucial.
| academic self efficacy scale: Academic Self-efficacy in Education Myint Swe Khine, Tine Nielsen, 2022-03-07 This book documents systematic, prodigious and multidisciplinary research in the nature and role of academic self-efficacy, and identifies areas for future research directions within the three sections of the book: 'Assessment and Measurement of Academic Self-efficacy', 'Empirical Studies on What Shapes Academic Self-efficacy', and 'Empirical Studies on Influence of Academic Self-efficacy'. The book presents works by educators and researchers in the field from various parts of the world, highlighting advances, creative and unique approaches, and innovative methods. It examines discussions around the theoretical and practical aspects of academic self-efficacy in culturally and linguistically-diverse educational contexts. This book also showcases work based on classical and modern test theory methods, mediation and moderation analysis, multi-level modelling approaches, and qualitative analyses. |
| academic self efficacy scale: Health and Academic Achievement Blandina Bernal-Morales, 2018-09-19 Emotional, physical and social well-being describe human health from birth. Good health goes hand in hand with the ability to handle stress for the future. However, biological factors such as diet, life experiences such as drug abuse, bullying, burnout and social factors such as family and community support at the school stage tend to mold health problems, affecting academic achievements. This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. Contributions also relate to how physical activity, psychosocial support and other interventions can be made to understand resilience and vulnerability to school desertion. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy. |
| academic self efficacy scale: Building Academic Success on Social and Emotional Learning Joseph E. Zins, 2004-04-15 In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success. |
| academic self efficacy scale: Self-Efficacy in Changing Societies Albert Bandura, 1997-05-13 The volume addresses important issues of human adaptation and change. |
| academic self efficacy scale: Trait Emotional Intelligence: Foundations, Assessment, and Education Juan-Carlos Pérez-González, Donald H. Saklofske, Stella Mavroveli, 2020-06-22 |
| academic self efficacy scale: Self-Efficacy Beliefs of Adolescents Tim Urdan, Frank Pajares, 2006-02-01 The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth. |
| academic self efficacy scale: Handbook of Self-Regulation of Learning and Performance Dale H. Schunk, Barry Zimmerman, 2011-05-15 Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field. |
| academic self efficacy scale: Perspectives on Motivation Richard Dienstbier, Richard A. Dienstbier, 1991-01-01 Appearing on the hundredth anniversary of the teaching of psychology at the University of Nebraska, this volume represents a return to an earlier preoccupation with motivation and reflects a resurgence of interest in it.øEight professionals in psychology discuss the many sides of motivation. Mortimer Appley, president emeritus of Clark University, sees equilibrium, or homeostasis, as the fundamental motivational process. Douglas Derryberry and Don M. Tucker of the University of Oregon present a broad and basic model of motivation, viewing it as a product of the evolution and neural architecture of the human brain. Carole S. Dweck of Columbia University approaches personality development through motivational concepts, in particular goals related to self-image. Bernard Weiner of the University of California, Los Angeles, discusses the importance of one?s perception of control over the causes of a situation or problem and over its management or solution. Albert Bandura of Stanford University is concerned with short- and long-term goals as they are affected by emotional states and a sense of self-efficacy. Similarly, Edward L. Deci and Richard M. Ryan of the University of Rochester consider the bearing of self-determination on motivation and achievement. |
| academic self efficacy scale: Becoming Adult Mihaly Csikszentmihalhi, Barbara Schneider, 2008-08-01 How do young people envision their occupational futures? What do teenagers feel about their schooling and after-school work, and how do these experiences affect their passage to adult work? These are the questions that psychologist Mihaly Csikszentmihalyi and sociologist Barbara Schneider posed in their five-year study of adolescents. The results provide an unprecedented window on society's future through which we can glimpse how today's youth are preparing themselves for the lives they will lead in the decades to come. |
| academic self efficacy scale: Application of Structural Equation Modeling in Educational Research and Practice Myint Swe Khine, 2013-10-30 Structural Equation Modeling (SEM) is a statistical approach to testing hypothesis about the relationships among observed and latent variables. The use of SEM in research has increased in psychology, sociology, and economics in recent years. In particular educational researchers try to obtain the complete image of the process of education through the measurement of personality differences, learning environment, motivation levels and host of other variables that affect the teaching and learning process. With the use of survey instruments and interviews with students, teachers and other stakeholders as a lens, educators can assess and gain valuable information about the social ecology of the classrooms that could help in improving the instructional approach, classroom management and the learning organizations. A considerable number of research have been conducted to identify the factors and interactions between students’ characteristics, personal preferences, affective traits, study skills, and various other factors that could help in better educational performance. In recent years, educational researchers use Structural Equation Modeling (SEM) as a statistical technique to explore the complex and dynamic nature of interactions in educational research and practice. SEM is becoming a powerful analytical tool and making methodological advances in multivariate analysis. This book presents the collective works on concepts, methodologies and applications of SEM in educational research and practice. The anthology of current research described in this book will be a valuable resource for the next generation educational practitioners. |
| academic self efficacy scale: Noncognitive Skills in the Classroom Jeffrey A. Rosen, Elizabeth J. Glennie, Ben W. Dalton, Jean M. Lennon, Robert N. Bozick, 2010-09-27 This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved. |
| academic self efficacy scale: Beyond Stock Stories and Folktales Henry T. Frierson, William F. Tate, 2011-09-20 Ask practically any academic department chair why they do not have more African Americans among faculty members and they generally respond with stock stories or folktales. This title provides historical, conceptual, and empirically-based analyses focused on the development of African Americans in STEM fields. |
| academic self efficacy scale: Racism and Human Development Luciana Dutra-Thomé, Dóris Firmino Rabelo, Dandara Ramos, Emanuelle Freitas Góes, 2021-11-19 This book addresses the lifelong effects of racism, covering its social, psychological, family, community and health impacts. The studies brought together in this contributed volume discuss experiences of discrimination, prejudice and exclusion experienced by children, young people, adults, older adults and their families; the processes of socialization, emotional regulation and construction of ethnic-racial identities; and stress-producing events associated with racism. This volume intends to contribute to a growing international effort to develop an antiracist agenda in developmental psychology by showcasing studies developed mainly in Brazil, the country with the largest black population in the world outside of Africa. Racism as an ideology that structures social relations and attributes superiority to one race over the others have developed in different ways in different countries. As a response to the 2020 social and health crisis, some North American developmental psychologists have started promoting initiatives to openly challenge racism. This book intends to contribute to this movement by bringing together studies conducted mainly in Brazil, but also in Germany and Norway, that adopt a racially informed approach to different topics in developmental psychology. Racism and Human Development intends to be an inspiration to students, scholars and practitioners who are seeking tools and examples of studies of race and racism from a developmental perspective. The establishment of an antiracist agenda in developmental psychology will never be possible without a commitment to the study of race as an indispensable social marker of human ontogeny in any society. This book is another step towards racial equity and towards a developmental science that leaves no one behind. |
| academic self efficacy scale: An Overview of Technology, Guidance and Leadership in Terms of Education Abdullah Ince, 2018-07-26 Education is a necessary process for all age groups, with people having an intimate relationship with it from birth to death. Nowadays, with the development of technology, people are able to access more comfortable education. The most important issue here is that technology is used correctly and properly in education. In this regard, educational trainers have significant duties. If they provide good guidance and leadership to their students, the latter will succeed in their educational life. This book offers several articles on technology, guidance and leadership topics, and, as such, will serve as a reference book for undergraduate, graduate and PhD students and researchers who would like to learn about recent developments in the fields of technology, guidance, and leadership in education. |
| academic self efficacy scale: Proceedings of the 2022 International Conference on Sport Science, Education and Social Development (SSESD 2022) Jian Sun, Fong Peng Chew, Intakhab Alam Khan, Christopher Jenks, 2023-02-10 This is an open access book. 2022 International Conference on Sport Science, Education and Social Development(SSESD2022)was held from July 15th to 17th in Kunming China. The objective of SSESD is to promote scientific information interchange by creating a platform to students, researchers, Practitioners, and academicians to present their ongoing researches on diverse themes ranging from Sport Science, Education and Social Development. Under the influence of the current COVID-19 epidemic, people pay more and more attention to physical health, scientific distance education of physical exercise, in the meantime, wisdom education provides a guarantee for people to acquire knowledge. SSESD aims to provide the opportunity for Engineers Academicians, Scientists, Researchers and students to share ideas and knowledge and to network with an international crowd and deliberate the practical challenges encountered and solutions adopted in respective domains worldwide. Thus, organizing committee invites all Industry Professional, delegates and students representing worldwide institutions, Government agencies, and other organizations, to take part in the International Conference on Sport Science, Education and Social Development. |
| academic self efficacy scale: Academic Performance , 2024-09-18 Academic performance is an unavoidable topic for educational scientists, instructional experts, students, faculty staff, academic managers, parents, families, and policymakers. While student academic performance is a topic of passionate discussion, it is also interconnected with both faculty staff and higher education institutions. Achieving academic success requires more than just the efforts of the student. The teaching profession in higher education increasingly demands measurable results to attest to its efficiency. And the need for the accountability required from higher education institutions tends to influence institutional strategic plans according to tangible and measurable goals. This book will aim to cover the different perspectives of academic performance, placing on the stage the different actors in higher education: students, faculty, and institutions. |
| academic self efficacy scale: New Paths for Acceptance Márcia Machado, Francisco Machado, 2015-07-31 New Paths for Acceptance: Opening Awareness in Interpersonal Acceptance-Rejection gathers global data from recent studies on interpersonal relationships. The book focuses specifically on the influence of perceived acceptance and rejection by significant others on children's, adolescents', and adults' well-being and development. In doing this, it offers valuable insight for academics, researchers, practitioners, teachers, and service agencies to better understand the importance of including the issue of quality of interpersonal relationships in their research, teaching, and clinical practice. Based primarily on interpersonal acceptance-rejection theory (IPARTheory), the book broadens and advances scientific knowledge about fundamental issues such as psychological adjustment, masculinity, school and academic-related issues, family functioning, parental alienation, intimate adult relationships, and other such topics. With contributions from researchers from three continents, the volume helps raise awareness about the crucial role that interpersonal acceptance plays across cultures on key issues such as these. The uncommon cultural diversity and multi-context nature of studies included in the book give readers the opportunity to learn about some of the most recent studies in this field, and at the same time to have a privileged view of the broad scope and application of IPARTheory and research. |
| academic self efficacy scale: Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency Jesus de la Fuente, Douglas F. Kauffman, Michael S. Dempsey, Yashu Kauffman, 2022-11-08 |
| academic self efficacy scale: Understanding and Interpreting Educational Research Ronald C. Martella, J. Ron Nelson, Robert L. Morgan, Nancy E. Marchand-Martella, 2013-04-17 This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints. |
| academic self efficacy scale: Positive Psychology Dr. Agyajit Singh, 2021-01-28 Positive psychology has its origin in the first decade of the twenty-first century. The present era is full of hustle and bustle, tension, strains and stresses, anxiety, conflicts, frustration and maladjustment, which have made the life of a human being a miserable one. Psychology is not limited to the study of human behaviour; but its scope has widened to the human welfare. Psychologists are trying to make the life of a man mentally healthy, happy and worth living. Positive psychology is the outcome of all these adversaries which are being faced by a person in these days of fast life and high level competition. Researches are being conducted in the areas of psychological well-being, emotional intelligence, locus of control, self-efficacy and various other topics which are related with the welfare of an individual and which are concerned with his mental and emotional health. Positive psychology lays more emphasis on inculcating positive behaviour among human beings. Positivity of behaviour means developing positive thinking, positive attitude and positive actions. The present book “POSITIVE PSYCHOLOGY: SOME EMPIRICAL INDIAN STUDIES” has been devised and prepared from this angle. The editor of this book has highlighted the research studies of his PhD students who have completed their research projects during the last two decades under his supervision. All these research problems are related with the different areas of positive psychology. The purpose of this endeavor is to acquaint the readers of this book with the latest researches being conducted in these days in India. Moreover the future research students working in these different areas of Education, Psychology and Physical Education will get benefit out of the conclusions drawn in these studies, especially in the selection of their research problems. Other scholars will also find the recommendations made in these studies useful to them in their lives. The editor of this book is thankful to all his PhD students who have permitted him to quote their research findings and bring out their research work in a book form, as it has highlighted their genuine work completed under his guidance. He will be failing in his duty if he does not thank Mr. Chander Mani Gosain, Prop. Of Friends Publication, New Delhi who has attempted to give a beautiful shape to this book. The writings of this book will advance the knowledge in the field of Psychology and Education. This book is dedicated to all his students and friends who have showered him with their love and affection, which is a source of |
| academic self efficacy scale: Dyslexia in Adolescence Peggy L. Anderson, Regine Meier-Hedde, 2017-03-27 Dyslexia in Adolescence: Global Perspectives presents international case studies on the psychosocial development and academic progress of adolescents with dyslexia to enhance understanding of adjustment factors, outcomes and support. The continuation of a qualitative longitudinal research project that focused on children between ten and twelve years of age, this volume revisits them between ages fourteen and sixteen. Through semi-structured interviews, personal narratives, and other assessments, these case studies relate the trials and tribulations associated with the development of adolescents with dyslexia from around the world and the challenges that parents face in supporting their children. |
| academic self efficacy scale: Statistical Guidelines: New Developments in Statistical Methods and Psychometric Tools Pietro Cipresso, Jason C. Immekus, 2022-03-25 |
| academic self efficacy scale: Research on Teaching and Learning in Higher Education Edith Braun, Rachelle Esterhazy, Robert Kordts-Freudinger, 2020-12-16 This international anthology aims at researchers and practitioners interested in the dynamic developments of research on higher education teaching and learning in Europe and beyond. It includes ten chapters covering a wide array of topics and methodologies used by researchers in the Special Interest Group ‘Higher Education’ (SIG4) of the European Association for Research on Learning and Instruction (EARLI). The volume consists of three main sections: the first section includes three chapters addressing different practice- and research-based challenges related to students’ transitions into higher education and their teaching internship. The following four chapters investigate the assessment and development of students’ study paths and skills in a variety of disciplines. The final three chapters present research on student emotions and cultural perspectives, including mixed and multi-method empirical approaches. A key text for those keeping up with the current advances in the field. |
| academic self efficacy scale: Designing Experiments for the Social Sciences Renita Coleman, 2018-08-27 Designing Experiments for the Social Sciences: How to Plan, Create, and Execute Research Using Experiments is a practical, applied text for courses in experimental design. The text assumes that students have just a basic knowledge of the scientific method, and no statistics background is required. With its focus on how to effectively design experiments, rather than how to analyze them, the book concentrates on the stage where researchers are making decisions about procedural aspects of the experiment before interventions and treatments are given. Renita Coleman walks readers step-by-step on how to plan and execute experiments from the beginning by discussing choosing and collecting a sample, creating the stimuli and questionnaire, doing a manipulation check or pre-test, analyzing the data, and understanding and interpreting the results. Guidelines for deciding which elements are best used in the creation of a particular kind of experiment are also given. This title offers rich pedagogy, ethical considerations, and examples pertinent to all social science disciplines. |
| academic self efficacy scale: Culture, Gender, and the Development of Perceived Academic Self-efficacy Among Hawaiian Adolescents Lois A. Yamauchi, 1997 |
| academic self efficacy scale: School Development, Teacher Training, and Digital Learning Contexts Hermann Astleitner, 2024 This book summarizes the results of a multimethod project on school development performed during the COVID-19 pandemic. It combines innovative theoretical approaches and findings as well as long-term online research activities in which student assessments delivered the bases for adaptive teacher trainings. The theoretical foundations relate to sustainable conditions of classroom and school development, an approach to personality development, and a focus on instructional coherence. Empirical findings concern the development of learning-strategy use and classroom needs over time as well as a model for effective teacher education and related course evaluations. A further research area concerns advanced perspectives from digital-learning research, such as the effects of social media in classrooms, mixed and virtual learning materials, computer-based collaborative learning, and innovative interventions in media research. The book is aimed at researchers, teacher trainers, instructional designers, and practitioners in the field of school development as well as teacher education. |
| academic self efficacy scale: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge Menucha Birenbaum, F. Dochy, 2012-12-06 Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point. This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies. |
| academic self efficacy scale: Handbook of Psychological Testing Paul Kline, 2013-11-12 Since publication in its first edition the Handbook of Psychological Testing has become the standard text for organisational and educational psychologists. It offers the only comprehensicve, modern and clear account of the whole of the field of psychometrics. It covers psychometric theory, the different kinds of psychological test, applied psychological testing, and the evaluation of the best published psychological tests. It is outstanding for its detailed and complete coverage of the field, its clarity (even for the non-mathematical) and its emphasis on the practical application of psychometric theory in psychology and education, as well as in vocational, occupational and clinical fields. For this second edition the Handbook has been extensively revised and updated to include the latest research and thinking in the field. Unlike other work in this area, it challenges the scientific rigour of conventional psychometrics and identifies groundbreaking new ways forward. |
| academic self efficacy scale: Proceedings of IAC-ETeL 2013 Collective of authors, 2013-10-10 |
| academic self efficacy scale: Future Trends in Education Post COVID-19 Hamid M. K. Al Naimiy, Maamar Bettayeb, Hussein M. Elmehdi, Ihsan Shehadi, 2023-07-24 This open access book presents the proceedings of the first post COVID-19 conference on Education at the University of Sharjah, United Arab Emirates, on March 14-16, 2022. The book offers state-of-the-art approaches and methodologies in education post-COVID-19. It showcases emerging technology utilization in improving the quality of education, teaching and learning. It discusses the transformation of the curriculum, such as course design and delivery, assessment, and instructional methodologies that focus on employment readiness for the ever-evolving job market. Contributions include a wide range of topics such as online education, curriculum development, artificial intelligence, academic accreditation for hybrid & online learning. Given its scope, the book is essential reading for scholars, students, policy-makers, and education practitioners interested in a better understanding of technological innovations. |
| academic self efficacy scale: Transforming Curriculum Through Teacher-Learner Partnerships Nair, Pradeep, Keppell, Michael James, Lim, Chee Leong, Mari, TamilSalvi, Hassan, Nurhanim, 2020-12-11 Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. “Student-centeredness” concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment methods rather than experimenting with innovative practices suited for student-centered approaches. Therefore, there is an ongoing need for research focused on the importance and effectiveness of a paradigm shift in education that involves student-teacher partnerships, fueled by innovative teaching and learning designs, where students take an active role and contribute as partners in learning. Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners. While highlighting topics within this scope such as learner autonomy, learning performance, self-efficacy, and teaching pedagogy, this book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in issues related to the teacher-learner partnership. |
| academic self efficacy scale: Motivational development in current educational contexts Manuel Castro-Sánchez, Ramón Chacón-Cuberos, Lucia Herrera, Guillermo Felipe López Sánchez, 2023-06-06 |
| academic self efficacy scale: Handbook of Quantitative Methods for Educational Research Timothy Teo, 2014-02-07 As part of their research activities, researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Commonly referred to as quantitative methods, these techniques cover a range of statistical tests and tools. Quantitative research is essentially about collecting numerical data to explain a particular phenomenon of interest. Over the years, many methods and models have been developed to address the increasingly complex issues that educational researchers seek to address. This handbook serves to act as a reference for educational researchers and practitioners who desire to acquire knowledge and skills in quantitative methods for data analysis or to obtain deeper insights from published works. Written by experienced researchers and educators, each chapter in this handbook covers a methodological topic with attention paid to the theory, procedures, and the challenges on the use of that particular methodology. It is hoped that readers will come away from each chapter with a greater understanding of the methodology being addressed as well as an understanding of the directions for future developments within that methodological area. |
| academic self efficacy scale: ICON-ISHIC 2020 Hamdan Hadi Kusuma, Nur Ahmad , Nasrul Fahmi Zaki, Robbi Rahim , 2020-10-14 The 1th International Conference on Islamics History and Civilization (ICON-ISHIC 2020) is organized by the Research Institutions and Community Service Universitas Islam Negeri Walisongo Semarang. The aims of the conference are to provide a platform to the researchers, experts, and practitioners from academia, to discover, develop and abstract the understanding of the position of Muslims in the global context; To Critically evaluate the identity of the Muslims in the Globalized World in its integration and contribution; To examine and criticise various forms of expression and articulation of Islam in its relevance in the development of society; To review the relation and significance of the discourse and practice of Islam in combating radicalism; To understand and map the danger of environmental degradation as well as further align and promote on conserving the environment; To explore and seek the reinterpretation of Gender Role in the light of Quranic Interpretation in the field of mathematics, science education and environment studies. |
| academic self efficacy scale: How to Enhance Learning Efficiency When Online Learning is Popular and Indispensable: Theory, Research and Practice Rong Lian, Chang Liu , Juzhe Xi, 2024-07-17 Online learning has become more and more common globally, whether for comfort, adapting to work hours or just having the freedom to study from anywhere. And now under the coronavirus pandemic, as people are having to stay at home, it has become more important than ever. Although the popularity of wireless network and portable smart device makes it possible for people to acquire and learn knowledge anytime and anywhere, it does not necessarily mean an increased learning performance. Relevant research in cognitive science has revealed possible limitations in online learning. For example, the knowledge acquired through online learning tends to be fragmented and lacks guidance for integrated thinking among different subjects, which makes it difficult for learners to form a systematic knowledge structure. Learners may experience cognitive overload, metacognitive illusion and low learning efficiency in self-regulated learning. It follows that, in the post COVID-19 era, online learning puts forward new requirements and challenges to the contemporary students, not only to their learning strategies but positive character traits in learning. Most of the current learning theories were developed in the early 20th century and may not fit in well with the current situation, then possibly leading to inefficient learning and increased learning burden. Therefore, it is necessary and important to reexplore the influencing factors and mechanisms that affect the learning efficiency of students at all levels nowadays, based on which we could construct a theoretical model of efficient learning model. |
| academic self efficacy scale: New Developments in Pathways Towards Diversity and Inclusion in STEM: A United States Perspective Alexander Gates, Juan Gilbert, Chris Botanga, Kim Nguyen, Bonita London, 2022-10-17 The Louis Stokes Alliances for Minority Participation (LSAMP) program of the US National Science Foundation has been a primary force for raising the success and graduation of minority students in STEM for 30 years. Increasing the number of underrepresented students earning baccalaureate degrees, and entering graduate school in STEM is the goal of LSAMP. This goal has been nearly achieved through the formation of alliances of degree granting institutions of higher learning, varying from community colleges to major research institutions. Currently there are 59 alliances including more than 400 institutions. LSAMP is responsible for more than 650,000 bachelor’s degrees earned by minority students in STEM. The papers for this Research Topic should focus on the use of LSAMP activities, programs and collaborations to develop pathways to success and graduation of STEM majors from minority groups that underrepresented in STEM. These pathways can include any segment from pre-college through graduate school. Areas of special interest include mentoring, research experiences, transitions between levels and novel approaches for retention. The studies should be research based and rigorous. They can be pure research studies, curriculum and design or literature reviews but they must be at a cutting edge level and be subject to detailed review and assessment. |
| academic self efficacy scale: Comparative Research on Diversity in Virtual Learning: Eastern vs. Western Perspectives Khlaif, Zuheir, Sanmugam, Mageswaran, Itmazi, Jamil, 2023-03-20 In today’s modern world, it is crucial to ensure diversity and inclusion are present in all forms of education. This can be particularly difficult to achieve in virtual learning environments as educators and students adjust to this new way of teaching and learning. Further study on how schools and institutions across the globe are promoting diversity in online environments is necessary to discover the best practices and ensure education as a whole remains inclusive. Comparative Research on Diversity in Virtual Learning: Eastern vs. Western Perspectives collects lived experiences of stakeholders from different countries regarding their experiences with teaching in diverse virtual learning environments. The book identifies characteristics of diversity in virtual online learning and explores the best practices of teaching and learning in said environments. Importantly, the reference covers experiences from both Eastern and Western countries and compares the challenges and opportunities afforded to both. Covering topics such as student engagement, computational thinking, and diverse environments, this reference work is ideal for teachers, administrators, policymakers, researchers, academicians, scholars, practitioners, instructors, and students. |
| academic self efficacy scale: Self-Efficacy, Adaptation, and Adjustment James E. Maddux, 2013-03-09 Covering over fifteen years of research, this compilation offers the first comprehensive review of the relationships between self-efficacy, adaptation, and adjustment. It discusses topics such as depression, anxiety, addictive disorders, vocational and career choice, preventive behavior, rehabilitation, stress, academic achievement and instruction, and collective efficacy. Psychologists concerned with social cognition and practitioners in clinical counseling will find this an invaluable reference. |
| academic self efficacy scale: Metacognition and Successful Learning Strategies in Higher Education Railean, Elena, Elçi, Alev, Elçi, Atilla, 2017-01-11 Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. Metacognition and Successful Learning Strategies in Higher Education is a detailed resource of scholarly perspectives that discusses current trends in learning assessments. Featuring extensive coverage on topics such as spiritual intelligence strategies, literacy development, and ubiquitous learning, this is an ideal reference source for academicians, graduate students, practitioners, and researchers who want to improve their learning strategies using metacognition studies. |
| academic self efficacy scale: Journal of International Students 2018 Vol 8 Issue 1 JIS Editors, 2018-01-28 An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: http: //jistudents.org/ |
The General Academic Self-Efficacy Scale: Psychometric …
The General Academic Self-Efficacy scale (GASE: Nielsen et al., 2018) was used to measure academic self-efficacy. This five-item self-report scale measures academic self-efficacy on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An example item is: …
Academic Self-Efficacy Scale -2006 - ResearchGate
Academic Self-Efficacy Scale is prepared assessing the academic self-efficacy of secondary school students based on the Self-Efficacy theory of Albert Bandura (1977) who placed it within...
Confirmatory Factor Analysis of the Academic Self-Efficacy …
This present study was conducted to examine The Academic Self-Efficacy Scale (TASES) designed by Sagone and Caroli (2014) using confirmatory factor analysis (CFA). This scale …
Self-Efficacy for Research: Development and Validation of a
This study aimed to develop and validate a comprehensive research self-efficacy scale (C-RSES) to measure the research self-efficacy of both graduate students and academics in any …
Advances in Language and Literary Studies - ed
The development of academic self-eficacy of students is considered to be an essential goal for educational institutions (Branson, 2017). Hodges, Stackpole-Hodges, and Cox (2008) define …
Academic Self-Esteem, Academic Self-Efficacy and Academic …
Academic self-efficacy is the extent to which students believe that they will be able to succeed in school and it has been identified as a positive predictor of academic performance within …
Developing an Academic Self-Efficacy Scale by Using the …
College Academic Self-Efficacy Scale (Owen, S.V & Froman, 1988) which measures 93 students of psychology education reviewed from the aspects of sport skills, academic performances, …
Academic Self-Efficacy Scale - ResearchGate
Academic Self-Efficacy Scale [Database record]. Retrieved from PsycTESTS. doi: https://dx.doi.org/10.1037/t16666-000. Instrument Type: Rating Scale. Test Format: …
Adaptation of the Children's Perceived Academic Self-Efficacy …
there is a positive and significant relationship between academic self-efficacy and academic performance of students from almost every age group. As far as the available scales of …
The College Academic Self-Efficacy Scale (CASES); An …
Academic Self-Efficacy Scale (CASES) which is originally Western, and was developed by Owen, S. V., & Froman, R. D. in 1988 to determine the level of student...
The General Academic Self-Efficacy Scale: Psychometric …
Academic Self-Efficacy Scale (GASE) showed promise as a short, clear, and concise measure for overall academic self-efficacy (Nielsen et al., 2018).The scale measures the global belief …
ACADEMIC SELF-EFFICACY: A RELIABLE PREDICTOR OF …
ABSTRACT: Academic self-efficacy is receiving increasing recognition as a predictor of educational performances. Academic self-efficacy describes "a person's confidence in their …
Development and Validation of a Student Self-efficacy Scale
The Student Self-Eficacy Scale (SSE) was developed by adapting the TSE scale to reflect the role of a student instead of the teacher’s role. he four areas addressed by the scale are: a) …
Assessing Academic Self-efficacy - Springer
With respect to the interaction of self-efficacy and behavior, research shows that self-efficacy instigates achievement behaviors such as task choice, effort, persistence, and use of effective …
Academic self efficacy, self regulated learning and academic ...
students with high academic self-efficacy will use more cognitive strategies that are useful to learn, organize their time and regulate their own efforts. Academic self-efficacy provides …
Academic Self-Efficacy, Coping, and Academic Performance in …
Self-eficacy was measured using the Academic Self-Eficacy Scale (Chemers, Hu, & Garcia, 2001). Academic performance was measured using the participants’ college GPA. Academic …
The Role of Academic Self-Efficacy and Social Support in …
Inventory for Student, College Academic Self-Efficacy Scale (CASES), and Social Provisions Scale (SPS). Multiple linear regression analysis was conducted to test the hypotheses. The …
Locus of Control and Academic Self-efficacy in ... - ResearchGate
perceived self-efficacy in academic context and included 30 items each valuable on 7-point Likert scale, ranging from 1 (not at all efficient) to 7 intervals (completely efficient).
Development and Validation of a Reading Self-Efficacy Scale
develop and validate an FL/L2 reading self-efficacy scale with an eye to measuring the level of reading self-efficacy of college students particularly majoring in foreign language teaching and …
Student Engagement, Academic Self-efficacy, and Academic …
ABSTRACT The research described in this paper aimed to evaluate the extent to which academic performance is affected by student engagement (students’ involvement in school activities and...
The General Academic Self-Efficacy Scale: Psychometric …
The General Academic Self-Efficacy scale (GASE: Nielsen et al., 2018) was used to measure academic self-efficacy. This five-item self-report scale measures academic self-efficacy on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). An example item is: “I know I can pass
Academic Self-Efficacy Scale -2006 - ResearchGate
Academic Self-Efficacy Scale is prepared assessing the academic self-efficacy of secondary school students based on the Self-Efficacy theory of Albert Bandura (1977) who placed it within...
Confirmatory Factor Analysis of the Academic Self-Efficacy …
This present study was conducted to examine The Academic Self-Efficacy Scale (TASES) designed by Sagone and Caroli (2014) using confirmatory factor analysis (CFA). This scale measured the perceived self-efficacy in the academic context and included 30 items, each value on a 7-point Likert scale ranging from
Self-Efficacy for Research: Development and Validation of a
This study aimed to develop and validate a comprehensive research self-efficacy scale (C-RSES) to measure the research self-efficacy of both graduate students and academics in any discipline. Data were gathered nationwide in Turkey from 1301 researchers …
Advances in Language and Literary Studies - ed
The development of academic self-eficacy of students is considered to be an essential goal for educational institutions (Branson, 2017). Hodges, Stackpole-Hodges, and Cox (2008) define academic self-eficacy as the trust and belief displayed in learning environments.
Academic Self-Esteem, Academic Self-Efficacy and …
Academic self-efficacy is the extent to which students believe that they will be able to succeed in school and it has been identified as a positive predictor of academic performance within different disciplines; English, mathematics; chemistry; and anatomy and physiology.
Developing an Academic Self-Efficacy Scale by Using the …
College Academic Self-Efficacy Scale (Owen, S.V & Froman, 1988) which measures 93 students of psychology education reviewed from the aspects of sport skills, academic performances, health practice, and socialisation behaviors.
Academic Self-Efficacy Scale - ResearchGate
Academic Self-Efficacy Scale [Database record]. Retrieved from PsycTESTS. doi: https://dx.doi.org/10.1037/t16666-000. Instrument Type: Rating Scale. Test Format: Frequency of task...
Adaptation of the Children's Perceived Academic Self …
there is a positive and significant relationship between academic self-efficacy and academic performance of students from almost every age group. As far as the available scales of academic self-efficacy are concerned, one concludes that these are mostly adaptations. The adaptation studies measuring the academic self-efficacy were
The College Academic Self-Efficacy Scale (CASES); An …
Academic Self-Efficacy Scale (CASES) which is originally Western, and was developed by Owen, S. V., & Froman, R. D. in 1988 to determine the level of student...
The General Academic Self-Efficacy Scale: Psychometric …
Academic Self-Efficacy Scale (GASE) showed promise as a short, clear, and concise measure for overall academic self-efficacy (Nielsen et al., 2018).The scale measures the global belief in one’s ability to perform and plan tasks associated with an academic degree (Nielsen et al., 2018).
ACADEMIC SELF-EFFICACY: A RELIABLE PREDICTOR OF …
ABSTRACT: Academic self-efficacy is receiving increasing recognition as a predictor of educational performances. Academic self-efficacy describes "a person's confidence in their abilities to organize, execute and regulate performance to attain designated types of performances".
Development and Validation of a Student Self-efficacy Scale
The Student Self-Eficacy Scale (SSE) was developed by adapting the TSE scale to reflect the role of a student instead of the teacher’s role. he four areas addressed by the scale are: a) academic performance, b) skill and knowledge development, c) social interaction with faculty, and d) coping with academic stress.
Assessing Academic Self-efficacy - Springer
With respect to the interaction of self-efficacy and behavior, research shows that self-efficacy instigates achievement behaviors such as task choice, effort, persistence, and use of effective strategies (Usher & Schunk, 2018). These behaviors affect self-efficacy.
Academic self efficacy, self regulated learning and …
students with high academic self-efficacy will use more cognitive strategies that are useful to learn, organize their time and regulate their own efforts. Academic self-efficacy provides confidence to control different academic
Academic Self-Efficacy, Coping, and Academic …
Self-eficacy was measured using the Academic Self-Eficacy Scale (Chemers, Hu, & Garcia, 2001). Academic performance was measured using the participants’ college GPA. Academic Self-Eficacy and the Planning subscale of the COPE Inventory were positively correlated with GPA (r = .49, p < .01 and r = .32, p < .05).
The Role of Academic Self-Efficacy and Social Support in …
Inventory for Student, College Academic Self-Efficacy Scale (CASES), and Social Provisions Scale (SPS). Multiple linear regression analysis was conducted to test the hypotheses. The result showed that academic self-efficacy and social support positively and significantly influenced college students' academic flow during online learning.
Locus of Control and Academic Self-efficacy in
perceived self-efficacy in academic context and included 30 items each valuable on 7-point Likert scale, ranging from 1 (not at all efficient) to 7 intervals (completely efficient).
Development and Validation of a Reading Self-Efficacy Scale
develop and validate an FL/L2 reading self-efficacy scale with an eye to measuring the level of reading self-efficacy of college students particularly majoring in foreign language teaching and literature departments.
Student Engagement, Academic Self-efficacy, and …
ABSTRACT The research described in this paper aimed to evaluate the extent to which academic performance is affected by student engagement (students’ involvement in school activities and...
