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Academic Self Efficacy Scale
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About Academic Self Efficacy Scale
Scale Name
Academic Self Efficacy Scale (ASES)
Author Details
Abdul Gafoor K. and P. Muhammed Ashraf
Translation Availability
Not Sure
Background/Description
The Academic Self-Efficacy Scale (ASES) is a scale used to assess the academic self-efficacy of secondary school students based on the Self-Efficacy theory of Albert Bandura (1977) who placed it within the framework of Social Cognitive theory.
The scale consists of 40 statements, with 20 positive and 20 negative statements. The selected dimensions of academic work include learning process, reading, comprehension, memory, curricular activities, time management, teacher-student relationship, peer relationship, utilization of resources, goal orientation, adjustment, and examination.
The subjects respond to each statement by choosing any one of the five alternatives, “Exactly True,” “Nearly True,” “Neutral,” “Nearly False” and “Exactly False,” based on which the subjects mark an ‘X’ on the most suitable response. ASES was developed by Abdul Gafoor K. and P. Muhammed Ashraf in 2006.
Administration, Scoring and Interpretation
The administration steps of the Academic Self-Efficacy Scale are as follows:
- The subjects receive a response sheet with 40 statements divided into 20 positive and 20 negative statements, along with five response options: “Exactly True,” “Nearly True,” “Neutral,” “Nearly False” and “Exactly False”.
- The subjects have to respond to the statements by marking an ‘X’ on the option that suits their response best.
- For each of the positive statements, five scores are provided for ‘exactly true’, ‘4’ for ‘nearly true’, ‘3’ for ‘neutral’, ‘2’ for ‘nearly false’ and ‘1’ for ‘exactly false’.
- Negative statements are scored in the reverse order.
- Once the subjects have marked all responses on the sheet, the scores can be calculated.
Reliability and Validity
The reliability and validity of the Academic Self-Efficacy Scale are as follows:
- Test-retest coefficient of correlation = .85 (N=30), indicating a high level of consistent measurements.
- Split-half reliability of the scale = .90 (N=370), indicating a high level of internal consistency.
- Content validity was ensured through the expert judgments of the face validity and inclusion of representative items from all dimensions of the construct.
- Concurrent validity against ‘General Self-efficacy scale’ (Matthias & Ralf Schwarzer; 1979). r=.68 (N=58), indicating that the ASES is strongly associated with general self-efficacy.
Available Versions
40-Items
Reference
Gafoor, K. A., & Ashraf, P. M. (2007). Academic Self-Efficacy Scale (ASES): Technical Report. DOI: 10.13140/RG.2.1.3930.2640.
Important Link
Scale File:
Frequently Asked Questions
What is the Academic Self Efficacy Scale?
A: The ASES is a tool for measuring academic self-efficacy, which is the belief in one’s own ability to achieve academic goals.
Who can use the ASES?
A: The ASES is designed for use by secondary school students, although it may be adapted for use with other populations.
How is the ASES administered?
A: The ASES is a self-report questionnaire that is typically administered in a classroom setting. Participants read a series of statements and rate how true each statement is for them on a five-point scale.
What does the ASES measure?
A: The ASES measures several dimensions of academic self-efficacy, including academic competence, academic efficiency, peer support, teacher support, and test anxiety.
Is the ASES a reliable and valid measure?
A: Yes, the ASES has been found to be reliable and valid in several studies, with high levels of internal consistency and test-retest reliability, as well as strong correlations with other measures of self-efficacy.
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