Beliefs about one’s abilities are powerful predictors of success. Self-efficacy is a basic belief every human should have, as it reflects the confidence that one can achieve one’s goals. As this belief can change over time and depends on one’s self-reflection competence, it is defined as a skill. Academic self-efficacy extends beyond the classroom, shaping how students approach problems, set goals, and respond to challenges. There have been many attempts to create an instrument for measuring different types of self-efficacy, from general self-efficacy about life to self-efficacy to solve specific mathematical tasks. The purpose of this study was to translate, test, and adapt the Academic Self-Efficacy Scale to a sample of Latvian adolescents. The sample comprises 360 adolescents, ranging from 13-year-old sixth-grade pupils to first-year university students. The Academic Self-Efficacy Scale was validated by confirmatory factor analysis, which demonstrated excellent model fit and good item loadings. The Academic Self-Efficacy Scale demonstrated weak to moderate correlations with self-reported achievements in literature, language, and diligence. The strongest correlations were between academic self-efficacy and mathematics. Academic self-efficacy explained 23% of achievement distribution in mathematics. Achievement in mathematics together with diligence explained 32% of self-efficacy distribution. The validated scale demonstrated good reliability, convergence, and incremental validity, and the scale’s reliability and unidimensionality were approved.
Kampmane et al. (Thu,) studied this question.
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