SELF-EFFICACY TEST

A Course Requirement in Psychological Assessment (Psy 11)

under the program of Bachelor of Science in Psychology

ARAMAY, ROCHELLE M.
Introduction
Self-efficacy is a person’s belief in their ability to succeed in a particular situation.
Individuals’ self-awareness, self – confidence, self – compassion, self – resilience and
self – assessment are the factors which can affect the level of self-efficacy of individuals.
Bandura (1997) defined self-efficacy as beliefs in one's capabilities to organize and
execute the courses of action required to produce given achievements. Self-efficacy
means believing in your power to control your own actions, behaviors, choices, and
social environment. Self-efficacy does not refer to your abilities but rather to your beliefs
about what you can do with your abilities. Also, self-efficacy is not a trait—there are not
certain types of people with high self-efficacies and others with low self-efficacies
(Stajkovic & Luthans, 1998). Rather, people have self-efficacy beliefs about specific
goals and life domains.
Self-awareness entails cultivating insight into one's own internal states, including
one’s emotions, thoughts, behaviors, values, preferences, attitudes, and beliefs, and
discerning how these elements influence actions and decisions in various contexts. Self-
awareness refers to the capacity of becoming the object of one’s own attention (Duval &
Wicklund, 1972). In this state one actively identifies, processes, and stores information
about the self.
Self-confidence refers to people’s sense of competence and skill, their perceived
capability to deal effectively with various situations (Shrauger & Schohn, 1995).
According to Perkins (2018) self-confidence is related to success, achievements in
education, conciliation, and a persons’ well-being. According to Benabou & Tirole
(2002), self-confidence is very effective in motivating humans and can lead to changing
human’s behavior. The self-confidence should be considered as the quality of a student in
which the student feels him/herself assured of successfully performing of different
activities in the class and out of the class for the purpose of learning.
Self-compassion is related to, but distinct from, compassion, which refers more to
being sensitive to suffering in others, while strongly wishing to relieve that suffering
(Goetz et al., 2010; Shonin et al., 2017). According to Neff (2003) Self-compassion is
understood to facilitate the process of being open to one's personal failures, inadequacies,
and suffering. Self-compassion is more concerned with caring for oneself (Leary and
MacDonald, 2003). This self-care competency includes open-hearted awareness of all
aspects of oneself, leading to more resilience and stability during difficult times (Neff and
Vonk, 2008).
Self–Resilience is the process and outcome of successfully adapting of individual
to difficult or challenging life experiences, especially through mental, emotional, and
behavioral flexibility and adjustment to external and internal demands. According to Dias
(2015) Resilience defined as positive adjustment in the case of adversity. Resilience has
been described as an interactive phenomenon in which some individuals are able to do
well in spite of having experienced serious difficulties (Rutter, 2013).
 Brown and Harris (2013) defined self-assessment in the K-16 context as a
descriptive and evaluative act carried out by the student concerning his or her own work
and academic abilities. Panadero et al. (2016a) defined it as a wide variety of mechanisms
and techniques through which students describe (i.e., assess) and possibly assign merit or
worth to (i.e., evaluate) the qualities of their own learning processes and products.
Self-efficacy is multidimensional, that is, domain-specific or context-dependent.
Self-efficacy tests serve as an instrument for assessing an individual’s beliefs about their
ability to succeed. Understanding an individual’s self-efficacy can help leaders choose the
right approach and develop interventions to help individuals improve themselves. This
study aims to measure the level of self-efficacy in different domains among the students
at President Ramon Magsaysay State University. A Likert scale was used to measure the
self-efficacy of the students. Likert scales provide a range of responses to a statement or
series of statements. A Likert rating scale measurement can be a useful and reliable
instrument for measuring self-efficacy (Maurer, 1998). This type of scale was developed
by Rensis Likert (1931), who described and then developed this technique for the
assessment of attitudes
 SELF-EFFICACY TEST

Validation Form
Test Items Accept Reject Revise
I. Self-Awareness
1. I am aware of my own strengths and weaknesses.
2. I take time to think about my thoughts, feelings,
and behaviors, and what they mean about me
3. I frequently engage in self-reflection and self-
evaluation to understand myself better
4. I strive to learn more about myself, so I can make
better decisions and lead a more fulfilling life.
5. I am aware of my emotions and understand how
they affect my behavior
6. I am flexible if unexpected situations happen
7. I think my moods affect the people around me.
8. I have a clear understanding of my values and
beliefs and the significance they hold in my life
9. I am able to identify my shortcomings and know
how to address them effectively
10. I understand myself well

II. Self-Confidence
1. I feel confident in my skills and capabilities
2. I believe in my abilities, and I am not afraid to
take on challenges
3. I have the knowledge and determination to
achieve my goals
4. I am able to handle difficult situations
5. I have positive thoughts about myself
6. I have a strong belief in my ability to perform
effectively on different tasks
7. I trust myself to be able to perform well when
things are tough
8. I am able to stand up for myself and my beliefs
9. I am certain that I can learn and adapt to new
challenges
10. I will succeed in whatever career path I choose

III. Self-Compassion
1. I am able to accept myself for who I am, flaws
and all
2. I have a positive view of myself and my abilities
 3. I am gentle with myself, especially when I make
mistakes
4. I am patient with myself
5. I try to keep my emotions in balance when
something upsets me
6. I try to see my shortcomings as a part of being
human
7. When things are difficult, I tend to set unrealistic
expectations for myself
8. I am quick to judge and criticize myself towards
those personalities that I don't like
9. When I feel inadequate in some way, I remind
myself that feelings of inadequacy are part of the
human experience
10. I gave myself permission to feel my feelings

IV. Self – Resilience

1. I learn from my mistakes and failures, and I use
them to grow as a person.
2. I celebrate my progress, even if it's small
3. I am able to cope with stress and setbacks
effectively
4. I have a positive outlook on myself, even when
things are tough
5. I’m good at finding solutions to problems.
6. I try to control things when in a difficult situation
7. I am able to recover quickly from
disappointments and hard times
8. My belief in myself gets me through hard times
9. I am able to remain calm and collected under
pressure and make the best decisions possible
10. I see adversity as an opportunity for personal
growth

V. Self – Assessment
1. I can express myself clearly
2. I am able to recognize my emotions
3. I set goals and work diligently to achieve them
4. I often visualize a positive view for myself
5. I do not dwell on things I can’t do anything about
6. I am eager to learn new skills and expand my
knowledge
7. I am diligent in working towards my long-term
goals.
8. I handle criticism and feedback constructively
9. I am able to form and maintain positive
relationships with others.
10. I am able to accept and learn from both success
and failure in a positive manner

____________________________________________
Signature over Printed Name of Validator
_____________________
Date Validated
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