ERIC Number: EJ805020
Record Type: Journal
Publication Date: 2008-Jul
Reference Count: 55
Do Self-Efficacy and Ability Self-Estimate Scores Reflect Distinct Facets of Ability Judgments?
Hansen, Jo-Ida C.; Bubany, Shawn T.
Measurement and Evaluation in Counseling and Development, v41 n2 p66 Jul 2008
Vocational psychology has generated a number of concepts and assessment instruments considered to reflect ability self-concept (i.e., one's view of one's own abilities) relevant to career development. These concepts and measures often are categorized as either self efficacy beliefs or self-estimated (i.e., self-rated, self-evaluated) abilities. Some researchers have asserted that meaningful differences exist between self-efficacy beliefs and ability self-estimate scores, but others have suggested otherwise. Clearly, a consensus has not been reached on the distinctions between the two concepts. Efforts to clarify conceptual, operational, and empirical distinctions between self-efficacy and ability self-estimate scores offer opportunities to enhance the precision of measurement and theory development. The issue of whether measures of self-efficacy and ability self-estimates reflect distinct facets of ability evaluations is, in part, due to their origins in separate literatures. In this article, relations between self-efficacy and ability self-estimate scores were examined with Pearson product-moment correlations, comparison of gender differences, partial correlations, factor analysis, and hierarchical regressions. Findings from these analyses are considered to support the view that self-efficacy and ability self-estimate scores may reflect distinct facets of ability judgments. (Contains 1 figure and 4 tables.)
Descriptors: Self Efficacy, Factor Analysis, Gender Differences, Career Development, Self Evaluation (Individuals), Self Concept Measures, Multiple Regression Analysis, Correlation, Evaluative Thinking, Educational Psychology, Comparative Testing, Evaluation Methods, Evaluation Research, Counseling Psychology
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A