Traditional, Likert, and Simplified Measures of Self-Efficacy

Maurer, Todd J.; Andrews, Kimberly D.

doi:10.1177/00131640021970899

Cited by 47 publications

(26 citation statements)

References 7 publications

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“…The issue is not whether one can do certain activities occasionally but whether one has the efficacy to get oneself to do them regularly in the face of different types of impediments. Maurer and Andrews (2000) introduced confusion into the assessment of self-efficacy. They advocate substituting a Likert-type bipolar scale in the rating but scoring it as a unipolar scale ranging from 1 (strongly disagree) through a neutral midpoint of 3 (neither agree nor disagree) to 5 (strongly agree).…”

Section: Measurement Of Self-efficacymentioning

confidence: 99%

On the Functional Properties of Perceived Self-Efficacy Revisited

Bandura

2011

Journal of Management

1,592

1,553

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This commentary addresses the functional properties of perceived self-efficacy in the context of a set of studies contending that belief in one' Keywords: agency theory; goal setting; personalityThe present article addresses a variety of issues concerning the functional properties of perceived self-efficacy within the agentic perspective of social cognitive theory. It does so in the context of studies based on perceptual control theory, trait self-efficacy theory, and

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Section: Measurement Of Self-efficacymentioning

confidence: 99%

On the Functional Properties of Perceived Self-Efficacy Revisited

Bandura

2011

Journal of Management

1,592

1,553

View full text Add to dashboard Cite

show abstract

“…were included in the instrument to better reflect EFL learners' comprehensive ability to use English. Research shows that a 5-point Likert scale is an acceptable approach to measure self-efficacy (Maurer & Andrews, 2000;Maurer & Pierce, 1998), and it has been successfully adopted to measure self-efficacy in different research contexts (see Haddad & Taleb, 2016;Hartmann, 2012). Thus, the ELSE questionnaire was also presented in the format of a 5-point Likert scale with values ranging from 1 (I cannot do it at all) to 5 (I can do it well).…”

Section: Questionnaire Assessing Students' English Language Self-effimentioning

confidence: 99%

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

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This quantitative study investigated the relationship between learners' online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants' variance of self-efficacy in English listening, speaking, and reading. Moreover, learners' environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students' self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners' self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

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“…In order to best capture the concept of self-efficacy for learning and development, two types of measures were used: one which measured self-efficacy for effectiveness within an academic setting and one which measured self-efficacy for learning careerrelevant skills. Self-efficacy for academic behavior was assessed using a measure which has been shown in previous research to be a valid and reliable measure of self-efficacy in this setting (Maurer & Andrews, 2000;Maurer & Pierce, 1998;Wood & Locke, 1987). This measure requires participants to respond to statements concerning particular levels of effectiveness (e.g., 'I can concentrate for 60 per cent or more of the class period,' 'I can concentrate for 70 per cent or more of the class period,' etc.).…”

Section: Time and Reason For Data Collectionmentioning

confidence: 99%

Beliefs about ‘improvability’ of career‐relevant skills: relevance to job/task analysis, competency modelling, and learning orientation

et al. 2002

Self Cite

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SummaryBased on data obtained from three samples of participants from both a work organization and a college setting, this paper addressed two major research objectives relevant to organizational behavior and applied psychology. First, we wanted to explore the nature of implicit theory of skill malleability in more detail than has been done before. This was done by drawing on KSAO dimensions from the task/job analysis literature, and examining linkages among: (a) task/job analysis; (b) implicit theories; and (c) competency modelling (an area in which there has been little empirical research). The studies found multiple factors of beliefs about KSAO improvability and showed a clear ordering of improvability beliefs (from most to least improvable) that follow predictions made in the Iceberg model of competencies. The present studies also found relationships between perceptions of KSAO importance and KSAO improvability, as well as evidence that this relationship is stronger for people who have been in a role/job longer, having had greater opportunity to observe critical KSAOs improve over time. A second major objective of the research was to explore improvability beliefs within a nomological network that would help to further establish the construct validity of the beliefs within the learning/development area. Using structural modelling, the improvability beliefs were tied to learning-oriented concepts including self-efficacy for learning and development, tendency to compare oneself to others when learning, as well as learning-oriented attitudes and behaviors. The potential practical value of improvability beliefs is discussed, as are suggestions for future research.

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Traditional, Likert, and Simplified Measures of Self-Efficacy

Cited by 47 publications

References 7 publications

On the Functional Properties of Perceived Self-Efficacy Revisited

On the Functional Properties of Perceived Self-Efficacy Revisited

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Beliefs about ‘improvability’ of career‐relevant skills: relevance to job/task analysis, competency modelling, and learning orientation

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