College Self-Efficacy Inventory

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Instrument Overview

Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths

Strong reliability (α = .93); responses are highly consistent across items. There is evidence that results of the CSEI are linked to college performance and persistence.

Cautions

Measures confidence in completing college tasks, not actual academic ability or achievement.

The College Self-Efficacy Inventory is a 20-item survey instrument. It measures a student's confidence in their own abilities to succeed in college. The instrument is focuses on multiple areas that affect student adjustment and learning. These areas include self-concept or self view, self-esteem or self value, and control. The authors of this instrument designed it specifically to study Hispanic individuals attending college, and thus the instrument is designed for and validated with this population.

The tool investigates the link between a student's self-efficacy and their college performance. This tool aims to promote student self-regulation and academic achievement. It was an important study because it was the first to focus specifically on Hispanic individuals attending college.

Organization

Topic
Student Learning
Collection(s): Self-Directed Learning
Collection Category(ies)
Motivation
Tags
Motivation,
Student engagement

Content

Grades
Post secondary
Respondent
Student

Administration Information

Length
20 items

Access and Use

Open Access
No
Use in Research

Wang, C. D. C., & Castañeda-Sound, C. (2008). The role of generational status, self-esteem, academic self-efficacy, and perceived social support in college students’ psychological well-being. Journal of College Counseling, 11(2), 101–112.

Barry, L. M., & Finney, S. J. (2009). Development and validation of the College Self-Efficacy Inventory. Measurement and Evaluation in Counseling and Development, 42(2), 88–98.

Fong, C. J., et al. (2021). Investigating the relationship between university students’ psychological flexibility and college self-efficacy. Current Psychology, 40, 3694–3704.

Baier, S. T., Markman, B. S., & Pernice-Duca, F. M. (2016). Intent to persist in college freshmen: The role of self-efficacy and mentorship. Journal of College Student Development, 57(5), 614–619. https://doi.org/10.1353/csd.2016.0056

Psychometrics (additional guidance)

Reliability

α = .93 overall, .88 for each subscale

Psychometric References

Solberg, V. S., O’Brien, K., Villareal, P., Kennel, R., & Davis, B. (1993). Self-efficacy and Hispanic college students: Validation of the College Self-Efficacy Instrument. Hispanic Journal of Behavioral Sciences, 15(1), 80–95. https://doi.org/10.1177/07399863930151004

Gore, P. A., Jr., Leuwerke, W. C., & Turley, S. E. (2005). A psychometric study of the College Self-Efficacy Inventory. Journal of College Student Retention: Research, Theory & Practice, 7(3), 227–244. https://doi.org/10.2190/5CQF-F3P4-2QAC-GNVJ

Item Type
Likert