Protocol - General Self-Efficacy - Child
Description
The Self-Efficacy Questionnaire for Children (SEQ-C) includes three 8-item scales that measure academic, social, and emotional self-efficacy. The academic self-efficacy scale includes questions about the person’s perception of achieving academic goals. The social self-efficacy scale addresses social challenges, and the emotional self-efficacy scale includes questions about coping with unpleasant problems or events.
Specific Instructions
None
Protocol
Self-Efficacy Questionnaire for Children (SEQ-C)
Circle the answer that best shows how well you can do each of the following things.
| 1 Not at all | 2 | 3 | 4 | 5 Very well | ||
| 1. | How well can you get teachers to help you when you get stuck on schoolwork? | 1 | 2 | 3 | 4 | 5 |
| 2. | How well can you express your opinions when other classmates disagree with you? | 1 | 2 | 3 | 4 | 5 |
| 3. | How well do you succeed in cheering yourself up when an unpleasant event has happened? | 1 | 2 | 3 | 4 | 5 |
| 4. | How well can you study when there are other interesting things to do? | 1 | 2 | 3 | 4 | 5 |
| 5. | How well do you succeed in becoming calm again when you are very scared? | 1 | 2 | 3 | 4 | 5 |
| 6. | How well can you become friends with other children? | 1 | 2 | 3 | 4 | 5 |
| 7. | How well can you study a chapter for a test? | 1 | 2 | 3 | 4 | 5 |
| 8. | How well can you have a chat with an unfamiliar person? | 1 | 2 | 3 | 4 | 5 |
| 9. | How well can you prevent becoming nervous? | 1 | 2 | 3 | 4 | 5 |
| 10. | How well do you succeed in finishing all your homework every day? | 1 | 2 | 3 | 4 | 5 |
| 11. | How well can you work in harmony with your classmates? | 1 | 2 | 3 | 4 | 5 |
| 12. | How well can you control your feelings? | 1 | 2 | 3 | 4 | 5 |
| 13. | How well can you pay attention during every class? | 1 | 2 | 3 | 4 | 5 |
| 14. | How well can you tell other children that they are doing something that you dont like? | 1 | 2 | 3 | 4 | 5 |
| 15. | How well can you give yourself a pep talk when you feel low? | 1 | 2 | 3 | 4 | 5 |
| 16. | How well do you succeed in understanding all subjects in school? | 1 | 2 | 3 | 4 | 5 |
| 17. | How well can you tell a funny event to a group of children? | 1 | 2 | 3 | 4 | 5 |
| 18. | How well can you tell a friend that you dont feel well? | 1 | 2 | 3 | 4 | 5 |
| 19. | How well do you succeed in satisfying your parents with your schoolwork? | 1 | 2 | 3 | 4 | 5 |
| 20. | How well do you succeed in staying friends with other children? | 1 | 2 | 3 | 4 | 5 |
| 21. | How well do you succeed in suppressing unpleasant thoughts? | 1 | 2 | 3 | 4 | 5 |
| 22. | How well do you succeed in passing a test? | 1 | 2 | 3 | 4 | 5 |
| 23. | How well do you succeed in preventing quarrels with other children? | 1 | 2 | 3 | 4 | 5 |
| 24. | How well do you succeed in not worrying about things that might happen? | 1 | 2 | 3 | 4 | 5 |
Scoring:
A total self-efficacy score can be obtained by summing across all items.
Items 1, 4, 7, 10, 13, 16, 19, and 22 = Academic self-efficacy
Items 2, 6, 8, 11, 14, 17, 20, and 23 = Social self-efficacy
Items 3, 5, 9, 12, 15, 18, 21, and 24 = Emotional self-efficacy
Note: Three items of this questionnaire were taken from Bandura et al. (1999).
Availability
Personnel and Training Required
None
Equipment Needs
None
Requirements
| Requirement Category | Required |
|---|---|
| Major equipment | No |
| Specialized training | No |
| Specialized requirements for biospecimen collection | No |
| Average time of greater than 15 minutes in an unaffected individual | No |
Mode of Administration
Self-administered questionnaire
Lifestage
Adolescent
Participants
Ages 14-18 years
Selection Rationale
Reliability of the scale was good, with a Cronbach’s alpha (statistics used to measure reliability) of 0.90.
Language
English
Standards
| Standard | Name | ID | Source |
|---|---|---|---|
| caDSR Common Data Elements (CDE) | Child Self-Efficacy Assessment Scale | 3162915 | CDE Browser |
| Logical Observation Identifiers Names and Codes (LOINC) | Gen self-efficacy - child proto | 62927-9 | LOINC |
Derived Variables
None
Process and Review
Expert Review Panel 4 (ERP 4) reviewed the measures in the Neurology, Psychiatric, and Psychosocial domains.
Guidance from ERP 4 included the following:
· No changes
Protocol Name from Source
The Self-Efficacy Questionnaire for Children (SEQ-C)
Source
Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258-269.
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, 145-149.
General References
Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258-269.
Muris, P. (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences, 32, 337-348.
Protocol ID
180602
Variables
Export Variables| Variable Name | Variable ID | Variable Description | dbGaP Mapping | |
|---|---|---|---|---|
| PX180602_Become_Calm_Again_When_Scared | ||||
| PX180602050000 | How well do you succeed in becoming calm more | N/A | ||
| PX180602_Become_Friends_With_Other_Children | ||||
| PX180602060000 | How well can you become friends with other more | N/A | ||
| PX180602_Can_Get_Teachers_To_Help | ||||
| PX180602010000 | How well can you get teachers to help you more | Variable Mapping | ||
| PX180602_Chat_With_Unfamiliar_Person | ||||
| PX180602080000 | How well can you have a chat with an more | N/A | ||
| PX180602_Cheering_Self_Up | ||||
| PX180602030000 | How well do you succeed in cheering yourself more | N/A | ||
| PX180602_Control_Your_Feelings | ||||
| PX180602120000 | How well can you control your feelings? | N/A | ||
| PX180602_Express_Opinions | ||||
| PX180602020000 | How well can you express your opinions when more | N/A | ||
| PX180602_Finish_All_Homework_Every_Day | ||||
| PX180602100000 | How well do you succeed in finishing all more | N/A | ||
| PX180602_Give_Self_Pep_Talk | ||||
| PX180602150000 | How well can you give yourself a pep talk more | N/A | ||
| PX180602_Harmony_With_Your_Classmates | ||||
| PX180602110000 | How well can you work in harmony with your more | N/A | ||
| PX180602_How_Well_Can_Study | ||||
| PX180602040000 | How well can you study when there are other more | N/A | ||
| PX180602_Pass_Test | ||||
| PX180602220000 | How well do you succeed in passing a test? | N/A | ||
| PX180602_Pay_Attention_During_Every_Class | ||||
| PX180602130000 | How well can you pay attention during every class? | N/A | ||
| PX180602_Prevent_Becoming_Nervous | ||||
| PX180602090000 | How well can you prevent becoming nervous? | N/A | ||
| PX180602_Prevent_Quarrels_With_Other_Children | ||||
| PX180602230000 | How well do you succeed in preventing more | N/A | ||
| PX180602_Satisfy_Parents_With_Schoolwork | ||||
| PX180602190000 | How well do you succeed in satisfying your more | N/A | ||
| PX180602_Stay_Friends | ||||
| PX180602200000 | How well do you succeed in staying friends more | N/A | ||
| PX180602_Study_A_Chapter_For_Test | ||||
| PX180602070000 | How well can you study a chapter for a test? | N/A | ||
| PX180602_Suppress_Unpleasant_Thoughts | ||||
| PX180602210000 | How well do you succeed in suppressing more | N/A | ||
| PX180602_Tell_A_Funny_Event | ||||
| PX180602170000 | How well can you tell a funny event to a more | N/A | ||
| PX180602_Tell_Friend_Dont_Feel_Well | ||||
| PX180602180000 | How well can you tell a friend that you more | N/A | ||
| PX180602_Tell_Other_Children | ||||
| PX180602140000 | How well can you tell other children that more | N/A | ||
| PX180602_Understand_All_Subjects_In_School | ||||
| PX180602160000 | How well do you succeed in understanding all more | N/A | ||
| PX180602_Worry_Things_Might_Happen | ||||
| PX180602240000 | How well do you succeed in not worrying more | N/A | ||
Measure Name
General Self-Efficacy
Release Date
December 13, 2010
Definition
This is a measure of an individual’s belief about whether problems or barriers can be confronted and addressed with a successful outcome.
Purpose
The scale generated by this assessment can be used to determine how the respondent copes with daily hassles and adapts to stressful life events. Self-efficacy is indicative of subsequent behavior and can be used for clinical practice and psychological research.
Keywords
general self-efficacy - child, Psychosocial, self-efficacy
Measure Protocols
| Protocol ID | Protocol Name |
|---|---|
| 180601 | General Self-Efficacy - Adult |
| 180602 | General Self-Efficacy - Child |
Publications
There are no publications listed for this protocol.