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2007•Zeitschrift für PsychologieRequires access

Reliability and Validity of Self-Efficacy for Learning Form (SELF) Scores of College Students

Barry J. Zimmerman, Anastasia Kitsantas

Open publisher page 143 citations

Abstract

Abstract. We studied psychometric properties of the SELF with 223 college students. The SELF assesses students' self-efficacy beliefs regarding their use of specific self-regulatory processes in various areas of academic functioning. To determine the validity of SELF scores, the following outcome measures were studied: perceived responsibility, homework quantity, and homework quality. In addition, students' grades, standardized test scores (SAT), and instructor ratings of students' self-regulated skills were investigated. Students' scores on both the original SELF and an abridged form of the scale (SELF-A) were found to have a unitary factor structure and high level of internal reliability. Interestingly, the SELF-A was superior in its prediction of all validity measures except the SAT, which was comparable for the two forms.

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What this paper is about

Abstract. We studied psychometric properties of the SELF with 223 college students. The SELF assesses students' self-efficacy beliefs regarding their use of specific self-regulatory processes in various areas of academic functioning. To determine the validity of SELF scores, the following outcome measures were studied: perceived responsibility, homework quantity, and homework quality. In addition, students' grades, standardized test scores (SAT), and instructor ratings of students' self-regulated skills were investigated. Students' scores on both the original SELF and an abridged form of the scale (SELF-A) were found to have a unitary factor structure and high level of internal reliability. Interestingly, the SELF-A was superior in its prediction of all validity measures except the SAT, which was comparable for the two forms.

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Available abstract

Abstract. We studied psychometric properties of the SELF with 223 college students. The SELF assesses students' self-efficacy beliefs regarding their use of specific self-regulatory processes in various areas of academic functioning. To determine the validity of SELF scores, the following outcome measures were studied: perceived responsibility, homework quantity, and homework quality. In addition, students' grades, standardized test scores (SAT), and instructor ratings of students' self-regulated skills were investigated. Students' scores on both the original SELF and an abridged form of the scale (SELF-A) were found to have a unitary factor structure and high level of internal reliability. Interestingly, the SELF-A was superior in its prediction of all validity measures except the SAT, which was comparable for the two forms.

Key concepts: Psychology, Reliability (semiconductor), Scale (ratio), Test (biology), Self-assessment, Self-efficacy, Clinical psychology, Social psychology

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