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Protocol - General Self-Efficacy - Child

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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.

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 don't 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 don't 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).

Protocol Name from Source:

The Self-Efficacy Questionnaire for Children (SEQ-C)

Availability:

Publicly available

Personnel and Training Required

None

Equipment Needs

None

Requirements
Requirement CategoryRequired
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

Life Stage:

Adolescent

Participants:

Ages 14-18 years

Specific Instructions:

None

Selection Rationale

Reliability of the scale was good, with a Cronbach’s alpha (statistics used to measure reliability) of 0.90.

Language

English

Standards
StandardNameIDSource
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
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

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 NameVariable IDVariable DescriptionVersiondbGaP Mapping
PX180602_Become_Calm_Again_When_Scared PX180602050000 How well do you succeed in becoming calm again when you are very scared? 4 N/A
PX180602_Become_Friends_With_Other_Children PX180602060000 How well can you become friends with other children? 4 N/A
PX180602_Can_Get_Teachers_To_Help PX180602010000 How well can you get teachers to help you when you get stuck on schoolwork? 4 N/A
PX180602_Chat_With_Unfamiliar_Person PX180602080000 How well can you have a chat with an unfamiliar person? 4 N/A
PX180602_Cheering_Self_Up PX180602030000 How well do you succeed in cheering yourself up when an unpleasant event has happened? 4 N/A
PX180602_Control_Your_Feelings PX180602120000 How well can you control your feelings? 4 N/A
PX180602_Express_Opinions PX180602020000 How well can you express your opinions when other classmates disagree with you? 4 N/A
PX180602_Finish_All_Homework_Every_Day PX180602100000 How well do you succeed in finishing all your homework every day? 4 N/A
PX180602_Give_Self_Pep_Talk PX180602150000 How well can you give yourself a pep talk when you feel low? 4 N/A
PX180602_Harmony_With_Your_Classmates PX180602110000 How well can you work in harmony with your classmates? 4 N/A
PX180602_How_Well_Can_Study PX180602040000 How well can you study when there are other interesting things to do? 4 N/A
PX180602_Pass_Test PX180602220000 How well do you succeed in passing a test? 4 N/A
PX180602_Pay_Attention_During_Every_Class PX180602130000 How well can you pay attention during every class? 4 N/A
PX180602_Prevent_Becoming_Nervous PX180602090000 How well can you prevent becoming nervous? 4 N/A
PX180602_Prevent_Quarrels_With_Other_Children PX180602230000 How well do you succeed in preventing quarrels with other children? 4 N/A
PX180602_Satisfy_Parents_With_Schoolwork PX180602190000 How well do you succeed in satisfying your parents with your schoolwork? 4 N/A
PX180602_Stay_Friends PX180602200000 How well do you succeed in staying friends with other children? 4 N/A
PX180602_Study_A_Chapter_For_Test PX180602070000 How well can you study a chapter for a test? 4 N/A
PX180602_Suppress_Unpleasant_Thoughts PX180602210000 How well do you succeed in suppressing unpleasant thoughts? 4 N/A
PX180602_Tell_A_Funny_Event PX180602170000 How well can you tell a funny event to a group of children? 4 N/A
PX180602_Tell_Friend_Dont_Feel_Well PX180602180000 How well can you tell a friend that you don't feel well? 4 N/A
PX180602_Tell_Other_Children PX180602140000 How well can you tell other children that they are doing something that you don't like? 4 N/A
PX180602_Understand_All_Subjects_In_School PX180602160000 How well do you succeed in understanding all subjects in school? 4 N/A
PX180602_Worry_Things_Might_Happen PX180602240000 How well do you succeed in not worrying about things that might happen? 4 N/A
Research Domain Information
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

Psychosocial, self-efficacy