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Academic Self-Efficacy Scale
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About Academic Self-Efficacy Scale
Scale Name
Author Details
Muris, P. (p.muris@dep.unimaas.nl)
Translation Availability
English
Background/Description
The Academic Self-Efficacy Scale is a subscale developed by Muris (2001) to assess students’ confidence in their ability to manage academic challenges, control their learning processes, and succeed in educational settings. Academic self-efficacy is a crucial determinant of academic performance, influencing motivation, persistence, and coping strategies in response to educational challenges.
This scale is widely used for identifying students at risk of academic difficulties and for designing interventions to enhance their academic confidence. The scale is brief yet comprehensive, focusing on the specific dimensions of self-efficacy in academic contexts.
Administration, Scoring and Interpretation
- Target Population: Adolescents aged 14–18 years (Grades 8–12).
- Format: Self-report questionnaire.
- Instructions: Participants rate their confidence in managing academic tasks on a 5-point Likert scale ranging from 1 (Not Very Well) to 5 (Very Well).
- Duration: The scale typically takes 5–10 minutes to complete.
- Environment: A quiet and distraction-free setting is recommended for administration.
Reliability and Validity
- Reliability: The scale demonstrates excellent internal consistency, with a Cronbach’s alpha of .88.
- Validity: Evidence supports its construct validity, showing correlations with related constructs such as academic performance, motivation, and persistence.
Available Versions
08-Items
Reference
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145–149.
Important Link
Scale File:
Frequently Asked Questions
Q1: What is the purpose of the Academic Self-Efficacy Scale?
It measures students’ confidence in their ability to manage learning tasks and achieve academic success.
Q2: Who can use this scale?
The scale is designed for use by educators, school counselors, and researchers working with adolescents.
Q3: Can the scale identify students needing academic support?
Yes, it is a helpful tool for identifying students with low academic self-efficacy, which may indicate the need for additional academic or motivational support.
Q4: Are there any special permissions required to use the scale?
No permission is required for the use of this scale.
Q5: How can this scale be applied in practice?
The scale can be used to evaluate the effectiveness of academic interventions or as part of routine assessments in educational settings.
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