Academic Self-efficacy Scale – Chinese Version

Description

Bandura (1977) proposed that academic self-efficacy refers to a student’s ability to solve problems during the learning process and their prediction of what they can achieve, representing their level of confidence in their own learning abilities. Subsequently, Schunk (1989) defined academic self-efficacy as the learner’s confidence in completing learning tasks. Domestic scholar Liang Yusong (2000) regarded academic self-efficacy as an assessment of the potential completion of students’ learning activities and challenges. Scholars including Bian Yufang (2003), Zeng Xinghua (2008), Xie Hui (2010), and Zhu Liya (2012) view academic self-efficacy as an evaluation of the learner’s confidence in effectively using their skills or abilities to successfully complete learning tasks, reflecting an individual’s subjective judgment of their control over both learning behavior and academic performance. A review of the literature reveals that the definitions of academic self-efficacy are generally consistent, focusing on the learner’s confidence in their own capabilities. For the purposes of this study, academic self-efficacy can be defined as an individual’s trust and judgment regarding their ability to utilize their skills or techniques to complete learning tasks and the potential evaluation of their performance in related learning activities.

Authors and Contact Email

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Purpose

The purpose of this study is to examine the concept of academic self-efficacy, its dimensions, and its impact on students’ learning motivations and behaviors.

Test Year

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Administration Method and Scoring

The Academic Self-Efficacy Scale was developed based on relevant dimensions from the academic self-efficacy questionnaire created by Pintrich & DeGroot (1990). The scale divides academic self-efficacy into two independent dimensions: 学业自我效能感 (Academic Self-efficacy) and 学习能力自我效能感 (Learning Capacity Self-efficacy) and 学习行为自我效能感 (Learning Behavior Self-efficacy). Each dimension contains 11 items, totaling 22 items, scored on a five-point Likert scale, where higher scores indicate higher self-efficacy. The rating scale is as follows: 1=完全不符合 (completely disagree), 2=较不符合 (disagree), 3=不能确定 (neutral), 4=较符合 (agree), 5=完全符合 (completely agree).

Reliability and Validity

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Factors and Subscales

Academic self-efficacy consists of:
– 学习能力自我效能感 (Learning Capacity Self-efficacy)
– 学习行为自我效能感 (Learning Behavior Self-efficacy)

Both are significant predictors of students’ motivations and efforts in learning.

Keywords

Academic Self-efficacy, Learning Capacity, Learning Behavior, Self-confidence, Motivation

Items in Chinese

1. 我相信自己有能力在学习上取得好成绩。
2. 我认为自己有能力解决学习中遇到的问题。
3. 和班上其他同学相比,我的学习能力是比较强的。
4. 我认为我能够在课堂上及时掌握老师所讲授的内容。
5. 我认为我能够学以致用。
6. 和班上其他同学相比,我对所学专业的了解更广泛些。
7. 我喜欢选择富有挑战性的学习任务。
8. 我认为自己能够很好地理解书本上的知识及老师所讲授的内容。
9. 我经常选择那些虽然难却能够从中学到知识的学习任务,哪怕需要付出更多的努力。
10. 即使我在某次考试中的成绩很不理想，我也能平静地分析自己在考试中所犯的错误。
11. 不管我的学习成绩好与坏，我都从不怀疑自己的学习能力。
12. 学习时我总喜欢通过自问自答的方式来检验自己是否己掌握了所学的内容。
13. 当我思考某一问题时，我能够将前后所学的知识联系起来思考。
14. 我经常发现自己虽然在阅读书本却不知道它讲的是什么意思。
15. 阅读书本时我能够将所阅读的内容与自己已掌握的知识联系起来进行思考。
16. 我发现自己上课时总是开小差以致于不能认真听讲。
17. 我常常不能准确地归纳出所阅读内容的主要意思。
18. 我总是在书本或笔记本上划出重点部分以帮助学习。
19. 当我为考试而复习时，我能够将前后所学的知识融会贯通起来进行复习。
20. 课堂上作笔记时我总试图记下老师的每一句话，而不管它是否有意义。
21. 做作业时我总力求回忆起老师在课堂上所讲的内容,以便把作业做好。
22. 即使老师没有要求，我也会自觉地做书本上每一章节后面的习题来检验自己对知识的掌握情况。

Items in English

1. I believe I have the ability to achieve good grades in my studies.
2. I believe I can solve problems I encounter in learning.
3. Compared to other students in the class, I have stronger learning abilities.
4. I believe I can grasp the content taught by the teacher in class in a timely manner.
5. I believe I can apply what I have learned.
6. Compared to other students in the class, I have a broader understanding of my major.
7. I prefer to choose challenging learning tasks.
8. I believe I can understand the knowledge from textbooks and lectures well.
9. I often choose learning tasks that are difficult but allow me to learn, even if they require more effort.
10. Even if my performance in a certain exam is not ideal, I can calmly analyze my mistakes in the exam.
11. Regardless of my academic performance, I never doubt my learning ability.
12. When studying, I like to test my understanding of the material through self-questioning.
13. When I think about a specific problem, I can connect and reason with previously learned knowledge.
14. I often find myself reading the material but not understanding what it means.
15. When reading, I can connect the content I am reading with what I have learned to think critically.
16. I often find that I lose focus in class, which leads me to not pay attention.
17. I often cannot accurately summarize the main ideas of what I have read.
18. I always highlight key parts in my textbooks or notes to help with learning.
19. When studying for an exam, I can integrate the knowledge I have learned for review.
20. In class, while taking notes, I always try to write down everything the teacher says, regardless of its significance.
21. When completing assignments, I strive to recall what the teacher said in class to do well on the assignment.
22. Even if the teacher doesn’t require it, I will independently do the exercises at the end of each chapter to test my grasp of the knowledge.

References

梁宇颂. 大学生成就目标、归因方式与学业自我效能感的研究[D]. 华中师范大学, 2000.
朱亚琪. 体育教育专业本科生学业自我效能感,学习投入与学业成就的关系研究[D]. 河南大学.
Pintrich P R, Groot E. Motivational and Self-Regulated Learning Components of Classroom Academic Performance[J]. Journal of Educational Psychology, 1990, 82(1):33-40.