A Multi-Study Investigation of Self-Efficacy Measurement Issues (Report‪)‬

ABSTRACT This research explores the self-efficacy-performance relationship in the classroom. Previous research done in this setting has typically reported correlations that are approximately half of what is found in other settings. This paper proposes that these lower correlations are due to a failure to consider the specific nature of the efficacy construct and a failure to construct efficacy measures in a manner suggested by most researchers. To test these propositions, multiple efficacy measures are developed, some in the style suggested by Bandura, others in the more traditional Likert-style question style. Additionally, a test efficacy measure is designed to capture a student's belief about their capabilities in test taking. These measures are tested with two classes of upper level college students. Results indicate that the Bandura suggested measurement style does lead to greater predictive ability, as does adding a test efficacy measure specific to the assessment type used in the class.