Academic and Social Self-Efficacy Scale (ASSESS)

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.

Intrapersonal competencies; Interpersonal competencies

Elementary grades

1988

1988

Student

Paper/Pencil

28

Five-point Likert-type scale

No information is available in the references reviewed.

English

None

No overall scores are reported.

There are three subscores:

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

The measure is self-scored.

No information is available in the references reviewed.

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

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

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).