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College Student Self-Efficacy Test

This document contains three parts: 1) Demographic data questions about name, age, gender, and year of study. 2) The General Self-Efficacy Scale, which assesses perceived self-efficacy using a 10 item 4-point scale. 3) The EMI Critical Thinking Disposition Assessment, which contains 26 statements about critical thinking to which participants rate their agreement on a 5-point scale. The assessment aims to measure critical thinking dispositions like open-mindedness, inquisitiveness, and analyticity.

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Shekaina Bartido
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106 views4 pages

College Student Self-Efficacy Test

This document contains three parts: 1) Demographic data questions about name, age, gender, and year of study. 2) The General Self-Efficacy Scale, which assesses perceived self-efficacy using a 10 item 4-point scale. 3) The EMI Critical Thinking Disposition Assessment, which contains 26 statements about critical thinking to which participants rate their agreement on a 5-point scale. The assessment aims to measure critical thinking dispositions like open-mindedness, inquisitiveness, and analyticity.

Uploaded by

Shekaina Bartido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Part 1: Demographic Data

Name (last/first): _______________________/________________________ (optional)


Date of Birth (month/day/year) _______/_______/________
Age: _____ 17-19
_____ 20-22
_____ 23-25
Gender:___ Male
___ Female
Year/Level: ____ First Year
____ Second Year
____ Third Year
____ Fourth Year
Part II. General Self Efficacy Scale

Schwarzer & Jerusalem (1995) used the general self-efficacy scale (GSE) to assess a general sense

of perceived self-efficacy with the goal of predicting daily coping as well as adaptation following

a variety of stressful life events. Responses are made on a 4-point scale, with participants scoring

from 1 to 4, with 1 being "not all true" and 4 being "exactly true." Sum up the responses to all 10

Part III. EMI: Critical Thinking Disposition Assessment


EMI: Critical Thinking Disposition Assessment

Directions: Indicate how much you agree or disagree with each numbered statement by circling
the appropriate number. 1 = Strongly disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, 5 =
Strongly agree.

SD D U A SA
1. I listen carefully to the opinions of others even when they disagree 1 2 3 4 5
with me.
2. I look for opportunities to solve problems. 1 2 3 4 5
3. I am interested in many issues. 1 2 3 4 5
4. I enjoy learning about many topics. 1 2 3 4 5
5. I am able to relate to a wide variety of issues. 1 2 3 4 5
6. I ask lots of questions in a learning environment. 1 2 3 4 5
7. I enjoy finding answers to challenging questions. 1 2 3 4 5
8. I am a good problem solver. 1 2 3 4 5
9. I am confident that I can reach a reasonable conclusion. 1 2 3 4 5
10. I strive to be well informed. 1 2 3 4 5
11. I am likely to change my opinion when I am given new information 1 2 3 4 5
that conflicts with my current opinion.
12. I enjoy solving problems. 1 2 3 4 5
13. I try to consider the facts and not let my biases affect my decisions. 1 2 3 4 5

14. I am able to apply my knowledge to a wide variety of issues. 1 2 3 4 5


15. I enjoy learning even when I am not in school. 1 2 3 4 5
16. I can get along with people who do not share my opinions. 1 2 3 4 5
17. I am able to explain things clearly. 1 2 3 4 5
18. I ask good questions when trying to clarify a solution. 1 2 3 4 5
19. I present issues in a clear and precise manner. 1 2 3 4 5
20. I consider how my own biases affect my opinions. 1 2 3 4 5
21. I search for the truth even when it makes me uncomfortable. 1 2 3 4 5
22. I keep on working on things until I get them right. 1 2 3 4 5
23. I will go out of my way to find the right answers to a problem. 1 2 3 4 5
24. I try to find multiple solutions to problems. 1 2 3 4 5
25. I ask many questions when making a decision. 1 2 3 4 5
26. I believe that most problems have more than one solution. 1 2 3 4 5
Reference:

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S.

Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control

beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.

Ricketts, John & Rudd, Rick. (2004). The Relationship between Critical Thinking Dispositions

and Critical Thinking Skills of Selected Youth Leaders in the National FFA Organization.
Journal

of Southern Agricultural Education Research. 54

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