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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Perceived competence: a common core for self-efficacy and self-concept?

Amanda Hughes¹, David Galbraith, David White

¹Institute for Education Policy Research, Staffordshire University, Stoke-on-Trent, Staffordshire, ST4 2DF, United Kingdom. a.c.hughes@staffs.ac.uk

Journal of Personality Assessment

|April 26, 2011

Summary

Self-efficacy and adolescent self-concept are not entirely separate when measured broadly. Domain-general assessments reveal significant overlap between perceived self-efficacy and competency self-concept dimensions.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Psychology
Educational Psychology
Developmental Psychology

Background:

Self-efficacy, the belief in one's capabilities, is a key psychological construct.
Self-concept encompasses an individual's perceptions of their own abilities and attributes.
Adolescence is a critical period for the development of both self-efficacy and self-concept.

Purpose of the Study:

To investigate the independence of self-efficacy and competency-related self-concept.
To determine the extent of overlap between these constructs when using domain-general measures.
To analyze the implications for psychological theory and practice.

Main Methods:

Utilized Bandura's Multidimensional Scales of Perceived Self-Efficacy (MSPSE).
Employed Harter's Self-Perception Profile for Adolescents (SPPA).
Conducted factor analysis on data from 778 high school students.

Main Results:

Factor analysis indicated that self-efficacy and self-concept are not entirely distinct.
Significant overlap was found between the dimensions of these constructs at first- and second-order levels.
Domain-general measures contribute to this observed overlap.

Conclusions:

Self-efficacy and competency self-concept share common variance when assessed broadly.
Theoretical models may need refinement to account for this overlap.
Practical applications in education and counseling should consider the integrated nature of these constructs.