Academic and Social Self-Efficacy Scale (ASSESS)

General Information on the Measure
Purpose of the measure

Academic and Social Self-Efficacy Scale (ASSESS) measures academic and social self-efficacy of elementary school students. It can be used to predict academic and social status.

Main constructs measured

Intrapersonal competencies; Interpersonal competencies

Applicable grade levels

Elementary grades

Publication year for the most recent version

1988

Year originally developed

1988

Related measures
Measure Administration
Respondent

Student

Method of administration

Paper/Pencil

Number of items

28

Item format

Five-point Likert-type scale

Administration time

No information is available in the references reviewed.

Available languages

English

Fee for use Free and publicly available
Credentials required for administration

None

Scoring
Overall score reporting

No overall scores are reported.

Subscore reporting

There are three subscores:

  • Academic and social self-efficacy
  • Cognitive perceived competence
  • Social perceived competence
Scoring procedures

The measure is self-scored.

Interpretive information

No information is available in the references reviewed.

Evidence of Technical Quality
Populations for which technical quality evidence has been collected

Public school students in grades 3 through 5 (N=336).

Reliability evidence

Internal consistency (alpha) estimates ranged from 0.36 to 0.83 (Gresham et al, 1988).

Validity evidence
Evidence based on content
Items were adapted from two existing measures: the Walker Problem Behavior Identification Checklist (Walker, 1983) and the Social Skills Rating Scales (now SSIS, Gresham & Elliott, 2008).
Evidence based on response processes
No information is available in the references reviewed.
Evidence based on internal structure
Principal components analysis on the self-efficacy items indicated that two aspects of self-efficacy were distinguishable (academic and social self-efficacy) (Gresham et al, 1988).
Evidence based on relations with other variables
Multitrait-multimethod study (parent, teacher, and self-reports of the same constructs) shows significant method variance (Gresham et al, 1988)—that is, there is some evidence that scores are dependent on the type of reporter. In a series of step-wise regression models, student self-reports predicted academic achievement and socio-metric status, which reflects the extent to which students are liked by their peers (Gresham et al, 1988).
Locating the Measure
Obtaining a copy of the measure psycnet.apa.org
References

Gresham, F. M., Evans, S., & Elliott, S. N. " Academic and Social Self-Efficacy Scale: Development and initial validation," Journal of Psychoeducational Assessment, 6, 2, 1988, pp. 125–138.

Gresham, F., & Elliott, S. N. "Social skills improvement system (SSIS) rating scales," , Bloomington, MN: Pearson Assessments, 2008.

Walker, H. M. "Walker problem behavior identification checklist: Manual," Western Psychological Services, 1983.

Notes

Measure summary updated October 3, 2018.