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Self-Efficacy – Teen Conflict Survey
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About Self-Efficacy – Teen Conflict Survey
Scale Name
Self-Efficacy – Teen Conflict Survey
Author Details
Kris Bosworth and Dorothy L. Espelage
Translation Availability
English
Background/Description
The Self-Efficacy scale, part of the Teen Conflict Survey, developed by Kris Bosworth and Dorothy L. Espelage in 1995, is a self-report questionnaire designed to measure an individual’s confidence in their ability to control anger and resolve conflicts nonviolently among middle school students in grades 6-8 (ages 11-14). Created at the Center for Adolescent Studies, Indiana University, the unpublished survey assesses social-emotional competencies related to conflict management, as cited in Dahlberg et al. (2005). The Self-Efficacy subscale specifically evaluates adolescents’ belief in their capacity to manage anger and use nonviolent strategies, such as negotiation or de-escalation, in conflict situations. It aligns with Bandura’s (1977) self-efficacy theory, which posits that confidence in specific skills predicts behavioral outcomes, and draws on violence prevention research emphasizing prosocial skills (Farrell et al., 1992).
The subscale comprises 7 items rated on a 4-point Likert scale (0 = “very hard” to 3 = “very easy”), assessing confidence in performing nonviolent conflict resolution behaviors (e.g., “How easy is it for you to stay calm when you’re angry?” or “How easy is it to talk out a disagreement?”). Scores are summed, ranging from 0 to 21, with higher scores indicating greater self-efficacy for nonviolent conflict resolution. Validated in urban middle school samples, the scale was used in evaluations of violence prevention programs like SMART Talk (Bosworth et al., 2000) and to study bullying and aggression (Bosworth et al., 1999).
Psychologists, educators, and violence prevention researchers use the Self-Efficacy scale to assess confidence in prosocial skills, evaluate intervention effectiveness, and explore mediators of aggressive behavior. Its high internal consistency and focus on early adolescence make it robust, though its unpublished status, English-only availability, and specific age range may limit accessibility.
Administration, Scoring and Interpretation
- Obtain a copy of the Self-Efficacy scale from authorized sources, such as Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (p. 122), or contact the Center for Adolescent Studies, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses confidence in handling anger and conflicts peacefully to support positive behaviors, emphasizing confidentiality and using age-appropriate language.
- Provide instructions, asking students to rate each of the 7 items based on how easy it is to perform the described nonviolent behaviors when angry or in conflict, using the 4-point scale.
- Approximate time for completion is 2-3 minutes, given its brevity.
- Administer in a classroom or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Self-Efficacy scale demonstrates strong psychometric properties, as reported in Dahlberg et al. (2005). Internal consistency is high, with a Cronbach’s alpha of 0.85, indicating excellent item cohesion for a brief subscale, suitable for urban middle school populations. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar self-efficacy scales (e.g., r ≈ 0.60-0.80 over weeks).
Convergent validity is supported by correlations with related constructs, such as intentions to use nonviolent strategies (r ≈ 0.30-0.50) and lower beliefs supporting violence (r ≈ -0.40), as shown in Bosworth et al. (2000). Discriminant validity is inferred from weaker correlations with unrelated constructs, such as academic performance (r < 0.30). Criterion validity is demonstrated by its sensitivity to intervention effects, with increased scores post-intervention in the SMART Talk program, and its association with reduced bullying (Bosworth et al., 1999). Factor analyses are not detailed, but the subscale’s focus on anger control and nonviolent resolution supports construct validity, consistent with Bandura’s framework. The high reliability makes it a reliable tool, though it should be paired with behavioral measures to confirm skill application.
Available Versions
05-Items
Reference
Bosworth, K., & Espelage, D. (1995). Teen conflict survey. Bloomington, IN: Center for Adolescent Studies, Indiana University.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Self-Efficacy scale measure?
It measures confidence in controlling anger and resolving conflicts nonviolently.
Who can use the scale?
Psychologists, educators, and researchers studying conflict resolution in middle schoolers.
How long does the scale take to complete?
It takes about 2-3 minutes.
Is the scale specific to middle school students?
Yes, it targets grades 6-8 in urban settings.
Can the scale inform violence prevention programs?
Yes, it assesses self-efficacy with high reliability, but should be used with behavioral measures.
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