Academic Self-Efficacy or Subject-Specific Self-Efficacies?

This article aimed to shed light on the subject-tied structure of academic self-efficacy and on its economic assessment. Two samples were investigated (sample A: N = 601 Chinese students, 17-25 years old; sample B: N = 485 Chinese middle school students, 14-17 years old). Study A confirmed the subject-specific structure of academic self-efficacy via explorative and confirmatory factor analyses. Differential correlations with informal achievement tests evidenced convergent-divergent validity. Study B replicated conceptually the subject-tied structure. The psychometric properties of the newly developed grid to measure subject-specific academic self-efficacies proved to be good.