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ERIC Number: ED411261
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Congruence of Measurement Specificity on Relations between Academic Self-Efficacy, Effort, and Achievement Indexes.
Bong, Mimi
Students are often evaluated on the basis of their aggregate or average performance on diverse tasks in each school subject. When the target of prediction is such global measures as course grades, academic self-efficacy, too, should be able to reflect equivalent scope and generality to maximize its predictive utility. Academic self-efficacy in the present study was assessed as either confidence ratings toward samples of problems typically performed in each school subject or responses on the self-efficacy scale of the Motivated Learning Strategies Questionnaire (MSLQ), which asks for students' overall academic confidence in a given domain without making any explicit reference to individual tasks. Participants (588 high school students) reported both types of efficacy in English, Spanish, American history, algebra, geometry, and chemistry. Results show that, in general, relations of the MSLQ self-efficacy results to effort and grades are stronger than those of the problem-referenced efficacy. It is interesting to note that predictive superiority of the MSLQ scale is more predominant in verbal subjects than in quantitative domains. It is concluded that relationships between academic self-efficacy and outcome measures would be less influenced by the specificity mismatch in subject matters that are clearly definable in terms of the skills and tasks performed. (Contains two figures and eight references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire