SELF EFFICACY SCALE

Aim
Self Efficacy Scale (SES) is to measure an individual's self-efficacy beliefs.

Objective
Assessing an individual's confidence in their abilities and understanding how these beliefs
influence behavior and motivation.

Introduction
Bandura Social Learning Theory
Social Learning Theory (SLT) is increasingly cited as an essential component of sustainable
natural resource management and the promotion of desirable behavioral change (Feist,2021).
This theory is based on the idea that we learn from our interactions with others in a social
context. Separately, by observing the behaviors of others, people develop similar behaviors.
After observing the behavior of others, people assimilate and imitate that behavior, especially if
their observational experiences are positive ones or include rewards related to the observed
behavior. According to Bandura, imitation involves the actual reproduction of observed motor
activities. SLT has become perhaps the most influential theory of learning and development. It
is rooted in many of the basic concepts of traditional learning theory. This theory has often been
called a bridge between behaviorist learning theories and cognitive learning theories
because it encompasses attention, memory, and motivation. However, in this regard, Bandura
believes that direct reinforcement could not account for all types of learning. For that reason, in
his theory he added a social element, arguing that people can learn new information and
behaviors by watching other people. According to the elements of this theory there are three
general principles for learning from each other. Bandura believes that new behaviors are
acquired through two major kinds of learning(Feist,2021):
A. Observational learning
B. Enactive learning

Observational Learning
 Bandura believes that observational learning is much more efficient than learning through
direct experience. By observing other people, humans are spared countless responses that might
be followed by punishment or by no reinforcement.

Bobo doll experiment

In 1961 Bandura conducted his famous experiment known as the Bobo doll experiment, to
study patterns of behavior, at least in part, by social learning theory, and that similar behaviors
were learned by individuals shaping their own behavior after the actions of models. Bandura's
results from the Bobo Doll Experiment changed the course of modern psychology, and were
widely credited for helping shift the focus in academic psychology from pure behaviorism to
cognitive. The experiment is among the most lauded and celebrated of psychological
experiments. The study was significant because it departed from behaviorism's insistence that all
behavior is directed by reinforcement or rewards. The children received no encouragement or
Incentives to beat up the doll, they were simply imitating the behavior they had observed.
Bandura termed this phenomena observational learning and characterized the elements of
effective observational learning as attention, retention, reciprocation and motivation.He
demonstrated that children learn and imitate behaviors which they have observed in other people.
On this process, he identified three basic models of observational learning:
● A live model, which involves an actual individual demonstrating or acting out a behavior.
● A verbal instructional model, which involves descriptions and explanations of a behavior.
● A symbolic model, which involves real or fictional characters displaying behaviors in
books, films, television programs, or online media.

Intrinsic Reinforcement
One of the other formats of learning is described as a form of internal reward, such as pride,
satisfaction, and a sense of accomplishment. Based on some researchers such as Muro and
Jeffrey which supported Bandura's Social Learning Theory concepts, this kind of learning also
emphasizes internal thoughts and cognitions and it can help connect learning theories to
cognitive developmental theories. In this regard, Bandura, criticized this process and believed
that external, environmental reinforcement is not the only factor to influence learning and
behavior.
Modeling
The core of observational learning is modeling. Learning through modeling involves adding
and subtracting from the observed behavior and generalizing from one observation to another. In
other words, modeling involves cognitive processes and is not simply mimicry or imitation. It is
more than matching the actions of another; it involves symbolically representing information and
storing it for use at a future time. Several factors determine whether a person will learn from a
model in any particular situation. The factors are:
Characteristics of the model are important- People are more likely to model high-status
people rather than those of low status, competent individuals rather than unskilled or
incompetent ones, and powerful people rather than impotent ones.
Characteristics of the observer affect the likelihood of modeling- People who lack status,
skill, or power are most likely to model. Children model more than older people, and novices are
more likely than experts to model
Consequences of the behavior being modeled may have an effect on the observer- The
greater the value an observer places on a behavior, the more likely the observer will acquire that
behavior. Also, learning may be facilitated when the observer views a model receiving severe
punishment; for example, seeing another person receiving a severe shock from touching an
electric wire teaches the observer a valuable lesson.

Processes Governing Observational Learning: Bandura (Feist,2021) recognizes four

processes that govern observational learning

Attention: Before we can model another person, we must attend to that person.
What factors regulate attention? First, because we have more opportunities to observe
individuals with whom we frequently associate, we are most likely to attend to these people.
Second, attractive models are more likely to be observed than unattractive ones popular
figures on television, in sports, or in movies are often closely attended. Also, the nature of the
behavior being modeled affects our attention—we observe behavior that we think is
important or valuable to us.
 Representation: In order for observation to lead to new response patterns, those
patterns must be symbolically represented in memory. Symbolic representation need not be
verbal, because some observations are retained in imagery and can be summoned in the
absence of the physical model. This process is especially important in infancy when verbal
skills are not yet developed.

Behavioral Production: After attending to a model and retaining what we have

observed, we then produce the behavior. In converting cognitive representations into
appropriate actions, we must ask ourselves several questions about the behavior to be
modeled. First we ask, “How can I do this?” After symbolically rehearsing the relevant
responses, we try out our new behavior. While performing, we monitor ourselves with the
question “What am I doing?” Finally, we evaluate our performance by asking, “Am I doing
this right?” This last question is not always easy to answer, especially if it pertains to a motor
skill, such as ballet dancing or platform diving, in which we cannot actually see ourselves.
For this reason, some athletes use video cameras to help them acquire or improve their motor
skills.

Motivation: Observational learning is most effective when learners are motivated

to perform the modeled behavior. Attention and representation can lead to the acquisition of
learning, but performance is facilitated by motivation to enact that particular behavior. Even
though observation of others may teach us how to do something, we may have no desire to
perform the necessary action. One person can watch another use a power saw or run a
vacuum cleaner and not be motivated to try either activity. Most sidewalk superintendents
have no wish to emulate the observed construction worker.

Enactive Learning
Enactive learning allows people to acquire new patterns of complex behavior through
direct experience by thinking about and evaluating the consequences of their behaviors. The
learning process allows people to have some degree of control over the events that shape the
course of their lives. Control, however, rests with a three-way reciprocal interaction of personal
variables, behavior, and environment.
Self Efficacy
Bandura (Feist,2021) defined self-efficacy as “people’s beliefs in their capability to
exercise some measure of control over their own functioning and over environmental events”.

Idea to Generalized of Self Efficacy

Personal efficacy is acquired, enhanced, or decreased through any one or combination of
four sources: (1) Mastery experiences, (2) Social modeling, (3) Social persuasion, and (4)
Physical and emotional states (Feist,2021).
Mastery experiences: The most influential sources of self-efficacy are mastery
experiences, that is, past performances. In general, successful performance raises efficacy
expectancies; failure tends to lower them. This general the statement has six corollaries:
 Successful performance raises self-efficacy in proportion to the difficulty of the task.
Highly skilled tennis players gain little self-efficacy by defeating clearly inferior
opponents, but they gain much by performing well against superior opponents.
 Tasks successfully accomplished by oneself are more efficacious than those completed
with the help of others. In sports, team accomplishments do not increase personal efficacy
as much as individual achievements.
 Failure is most likely to decrease efficacy when we know that we put forth our best effort.
To fail when only half-trying is not as inefficacious as to fall short in spite of our best
efforts.
 Failure under conditions of high emotional arousal or distress are not as self-debilitating as
failure under maximal conditions.
 Failure prior to establishing a sense of mastery is more detrimental to feelings of personal
efficacy than later failure.
 Related corollary is that occasional failure has little effect on efficacy, especially for people
with a generally high expectancy of success.

Social Modeling: Vicarious experiences provided by other people. Our self-efficacy is

raised when we observe the accomplishments of another person of equal competence, but is
lowered when we see a peer fail. When the other person is dissimilar to us, social modeling will
have little effect on our self-efficacy. An old, sedentary coward watching a young, active, brave
circus performer successfully walk a high wire will undoubtedly have little enhancement of
efficacy expectations for duplicating the feat. In general, the effects of social modeling are not as
strong as those of personal performance in raising levels of efficacy, but they can have powerful
effects wherein efficacy is concerned. Watching a swimmer of equal ability fail to negotiate a
choppy river will likely dissuade the observer from attempting the same task. The effects of this
vicarious experience may even last a lifetime.

Social persuasion: Self-efficacy can also be acquired or weakened through social

persuasion. The effects of this source are limited, but under proper conditions, persuasion from
others can raise or lower self-efficacy. The first condition is that a person must believe the
persuader. Exhortations or criticisms from credible sources have more efficacious power than do
those from a non credible person. Boosting self-efficacy through social persuasion will be
effective only if the activity one is being encouraged to try is within one’s repertoire of behavior.
No amount of verbal persuasion can alter a person’s efficacy judgment on the ability to run 100
meters in less than 8 seconds. Bandura hypothesizes that the efficacious power of suggestion is
directly related to the perceived status and authority of the persuader. Status and authority, of
course, are not identical.

Physical and Emotional States: The final source of efficacy is people’s physiological and
emotional states. Strong emotion ordinarily lowers performance; when people experience intense
fear, acute anxiety, or high levels of stress, they are likely to have lower efficacy expectancies.
Psychotherapists have long recognized that a reduction in anxiety or an increase in physical
relaxation can facilitate performance. Arousal information is related to several variables:
 The level of arousal ordinarily, the higher the arousal, the lower the self-efficacy.
 The perceived realism of the arousal. If one knows that the fear is realistic, as when
driving on an icy mountain road, personal efficacy may be raised. However, when one is
cognizant of the absurdity of the phobia for example, fear of the outdoors then the
emotional arousal tends to lower efficacy.
  The nature of the task is an added variable. Emotional arousal may facilitate the
successful completion of simple tasks, but it is likely to interfere with performance of
complex activities.

Task Specific Self Efficacy

Self-efficacy is a belief in one's capability to perform a specific task. It's not a general trait
but varies depending on the nature of the task (Feist,2021). For example, in academic settings, a
student's self-efficacy in mathematics might differ from their self-efficacy in writing essays.

Different between Self Esteem and Self Efficacy two different (Bandura,1997)

Self-Esteem
1. Self-esteem is a person's overall subjective evaluation of their self-worth and self-value.
2. It reflects an individual's feelings of self-worth and self-respect, often shaped by their
perception of their own attributes, achievements, and social comparisons.
3. High self-esteem typically involves a positive self-image, self-acceptance, and self-love.
Individuals with high self-esteem generally feel good about themselves and believe they
are valuable and deserving of respect.
4. Self-esteem is often influenced by external factors, including how others perceive and
treat the individual, making it susceptible to fluctuations.

Self-Efficacy
1. Self-efficacy, on the other hand, is a person's belief in their own capabilities to
successfully perform specific tasks or achieve particular goals.
2. It is task-specific and context-dependent. For example, someone may have high self-
efficacy in public speaking but low self-efficacy in playing a musical instrument.
3. Self-efficacy is closely associated with motivation and performance. Individuals with
high self-efficacy are more likely to set challenging goals, persevere through obstacles,
and approach tasks with confidence.
 4. It is influenced by past experiences, performance accomplishments, vicarious experiences
(observing others), social persuasion, and emotional states.

Similarities between Self Esteem and Self Efficacy

1. Psychological Constructs: Both self-esteem and self-efficacy are important psychological

constructs that play a significant role in an individual's overall well-being and behavior.

2. Subjective Beliefs: Both self-esteem and self-efficacy are based on subjective beliefs
about oneself. They reflect an individual's perception of their abilities, worth, and
competence.
3. Influence on Emotions: Both concepts have an impact on an individual's emotional well-
being. High self-esteem and self-efficacy are associated with positive emotions, while
low levels are linked to negative emotions.
4. Developmental Factors: Both self-esteem and self-efficacy can be influenced and shaped
by early life experiences, feedback from others, and personal achievements. They can
change over time.
5. Motivational Factors: High levels of self-esteem and self-efficacy can be motivational.
They can inspire individuals to set and pursue goals and challenges.
6. Impacted by External Feedback: Both self-esteem and self-efficacy can be influenced by
external factors, such as social comparisons and feedback from others. Positive feedback
can boost them, while negative feedback can lower them.
7. Contextual Variability: Both self-esteem and self-efficacy may vary across different
domains or areas of an individual's life. For instance, someone may have high self-
esteem in their personal life but lower self-efficacy in their professional life.
8. Linked to Self-Concept: Both self-esteem and self-efficacy are integral components of an
individual's self-concept, which represents their perception of themselves.

How Self Efficacy help to be successful in different task (Bandura,1997)

 1. Confidence and self-efficacy are closely linked. When you believe you can do something,
you approach it with more confidence and are more likely to succeed.
2. Persistence is a key factor. People with high self-efficacy tend to persevere through
challenges, even when faced with setbacks.
3. Improved performance often results from self-efficacy as it enhances motivation and
focus.

Benefit associate with Self Efficacy

1. Improved Goal Achievement: Individuals with high self-efficacy are more likely to set
ambitious goals and work diligently to achieve them.
2. Reduced Stress: Believing in your abilities reduces the stress and anxiety associated with
taking on challenging tasks.
3. Enhanced Well-Being: High self-efficacy contributes to greater overall well-being and
satisfaction in life.

Certain suggestion to improve Self Efficacy

1. Set Realistic Goals: Starting with achievable goals and gradually increasing their
difficulty can boost self-efficacy.
2. Seek Positive Feedback: Acknowledging your successes and learning from failures can
help reinforce self-efficacy.
3. Practice and Skill Development: Continuous learning and practice can improve your
abilities and, in turn, your self-efficacy.

Test description
The Self Efficacy Scale (SES) Indian version was created by Dr. Arun Kumar Singh and Dr.
Shruti Narain, is a notable instrument in psychology. It is designed to measure an individual's
self-efficacy beliefs, which are fundamental to understanding human behavior and motivation.
This concept has far-reaching implications across various domains, including education, career
development, health, and personal growth.
 The SES provides a structured and reliable means to assess self-efficacy, offering valuable
insights into how individuals perceive their capabilities. It has gained recognition and
widespread use in psychological research, clinical practice, and organizational contexts.
This test measure four dimension:
 Self Confidence: Self-confidence is a belief in one's own abilities and judgment. It's the
assurance in your own skills, qualities, and decisions.
 Efficacy Expectation: Efficacy expectation typically refers to the belief in one's ability to
perform a specific task or achieve a particular outcome. It's about having confidence in
your effectiveness.
 Positive Expectation: Positive expectation is having a hopeful and optimistic outlook
about a situation or outcome. It's anticipating a favorable or beneficial result.
 Outcome Expectation: Outcome expectation relates to the expected result or consequence
of a specific action or event. It's what one anticipates will happen as a result of their
actions or decisions.

Instruction
Following are some statements which are related to any persons self-confidence, self-
respect, promise etc. For each statement, there are five response options like "Strongly Agree",
"Agree", "Neutral", "Disagree" and "Strongly Disagree". Read each statement carefully and tick
mark only that option which you find that is most appropriate and true in your case. There is no
time limit as such but it generally takes about 15 minutes to complete this.

Item Analysis
Table 1
Item Analysis

Sr.no. Division of item Serial Wise Item no. Total

i. Self Confidence 1,2,3,4,5 5

ii. Efficiency Expectation 6,7,8,9,10 5
iii. Positive Attitude 11,12,13,14,15 5
 iv. Outcome Expectation 16,17,18,19,20 5

Total 20

The Self-efficacy scale intends to assess the level of belief in one's ability or competency to
perform a task, reach a goal or overcome an obstacle of persons in the age range of 12 years and
above. At first, the items were written and submitted to a group of language experts to make
necessary corrections and modifications. Subsequently, they were submitted to a group of
experts (teachers) of Psychology and Sociology for knowing about any disparities in meaning of
the contents of the items. It is a Likert-type scale having 5 response options where 5 stands for
'strongly agree', 4 for 'agree', 3 for 'neutral', 2 for 'disagree' and 1 for 'strongly disagree'. The
response of the subjects on each item was scored and a total score was obtained. Then obtained
total scores were arranged from the highest level in decreasing order to their lowest level and the
median value was obtained from it. Following it, item analysis was done dividing the total score
into two categories: median and above median, one category and, below median, the other
category by clubbing the response categories 1 to 3 into one and 4-5 into another one. Thus a 2x2
contingency table was prepared for the purpose. Then Chi-square was calculated and then its
obtained value was converted into Phi-coefficient (Singh, 2013). Some values were found
significant and some values were found not significant. Finally, a set of 20 items were retained
for SE Scale. There were 16 positive items and 4 negative items.

Scoring
Table 2
Scoring System

Strongly Agree Agree Neutral Disagree Strongly Disagree

Positive 5 4 3 2 1
 Negative 1 2 3 4 5

The scoring of positive items of SE Scale was done by giving a score 5, 4, 3, 2 or 1 for
Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree respectively and negative items
were scored as 1, 2, 3, 4 and 5 respectively.

Table 3
Scoring Table

Positive Item 1,2,3,5,6,7,8,9,11,13,14,15,16,17,19,20

Item No.

Negative Item 4,10,12 and 18

Item No.

Inter-dimension correlations were also calculated, which were found to be sufficiently low
and not significant.

Qualitative Interpretation
The obtained scores on Self-efficacy scale can also be qualitatively interpreted as under:
Table 4
Qualitative Interpretation of scores of Self-efficacy scale

85 and above High Self-efficacy

74 to 84 Average Self-efficacy

73 or less Poor Self-efficacy

High Level of Self-Efficacy (85 and above)

 A high level of self-efficacy indicates that an individual possesses a strong belief in their
abilities to perform tasks and achieve their goals. When someone has high self-efficacy, they
tend to exhibit the following characteristics and behaviors:
● Confidence: Individuals with high self-efficacy are confident in their capabilities to
overcome challenges and succeed in various endeavors. They believe they have the skills
and resources to tackle difficult situations.
● Motivation and Persistence: High self-efficacy is associated with high levels of
motivation and persistence. People with high self-efficacy are more likely to set
challenging goals and exhibit unwavering commitment to achieving them. They view
setbacks as temporary and are determined to overcome them.
● Positive Outcomes: High self-efficacy is often linked to positive outcomes in various
areas of life, such as academic achievement, career success, and overall well-being.
Individuals with high self-efficacy tend to perform well and feel a sense of
accomplishment.
Average Level of Self-Efficacy (74 to 84)
An average level of self-efficacy suggests that an individual has a moderate belief in their
abilities. This means they believe in their capacity to perform certain tasks but may have
reservations or doubts in other areas. Characteristics and behaviors associated with average self-
efficacy include:
● Variable Confidence: Individuals with average self-efficacy may have varying levels of
confidence depending on the task or situation. They may feel confident in some aspects
of their life but less so in others.
● Adaptive Behavior: People with average self-efficacy tend to adapt their behavior based
on their perceived self-efficacy in a particular domain. They may approach tasks with
caution or seek additional support when faced with challenges.
● Balanced Approach: These individuals often strike a balance between taking on
challenging tasks and seeking help or guidance when needed. They are willing to try new
things but may not push themselves beyond their comfort zone.

Poor Level of Self-Efficacy (73 or less)

 A poor level of self-efficacy indicates that an individual lacks confidence in their abilities
to perform tasks and achieve their goals. This is often associated with the following
characteristics and behaviors:
● Reduced Motivation: Individuals with poor self-efficacy are less motivated to pursue
challenging goals. They may doubt their capacity to succeed and, as a result, may not
even attempt difficult tasks.
● Avoidance of Challenges: People with poor self-efficacy often avoid tasks that they
perceive as too difficult or beyond their capabilities. They may stick to familiar, safe
activities to avoid potential failure.
● Lower Performance: Poor self-efficacy is linked to lower performance and
underachievement. When individuals lack confidence in their abilities, they may not put
in the effort required to excel.

Reliability
The Self Efficacy Scale test retest reliability was calculated and was found to be 0.82 and the
split- half reliability was found to be 0.74. All reliability coefficients were significant at .01
level.

Validity
SE Scale was validated against the General Perceived Self-Efficacy Scale developed
originally in German by Jerusalem and Schwarzer and adapted by Sud (Singh, 2013) in Hindi.
The concurrent validity was found to be 0.92 which was significant.

Application of Self Efficacy (Bandura,1997)

1. Education: Self-efficacy influences academic performance. Students with high self-

efficacy are more likely to set challenging goals, sustain effort, and persevere in the face
of difficulties.
2. Health Behavior: Bandura's theory is applied in health psychology to understand how
self-efficacy affects health-related behaviors. Individuals with high self-efficacy in
managing their health are more likely to adopt and maintain healthy habits.
 3. Workplace: In the workplace, self-efficacy influences job performance and career
development. Employees with a strong sense of self-efficacy are more likely to take on
challenging tasks and persist in the face of obstacles.
4. Sports and Performance Arts: Athletes and performers often draw on self-efficacy to
enhance their performance. Believing in one's ability to excel can positively impact
motivation and perseverance.
5. Therapeutic Interventions: Psychologists and therapists apply self-efficacy principles in
interventions to empower individuals to overcome challenges, manage stress, and
develop coping strategies.

Administration:

Aim

Self-efficacy scales aim to assess an individual's beliefs in their own capabilities to perform

tasks or achieve goals within a particular area. This assessment provides insight into how

confident a person feels about their abilities.

Scoring and Interpretation

Name Age Gender Education Location Emotional State
Shifa Khan 17 Female SYJC P.N. Doshi Nervous
(12th grade) College

Test taker Profile

Table 1

Factors Scores Interpretation

Self-Awareness 16/25 Moderate SE

Empathy 18/25 High SE
Self-Motivation 20/25 High SE
Emotional stability 17/25 Moderate SE
Self-Confidence

The individual's self-confidence score was 16 out of 25. This shows that the participant

has demonstrated an average amount of confidence in their aptitude for the particular topic or

task under evaluation. They have faith in their abilities, yet they can still do better.

Efficacy Expectation

The subject had an efficacy expectation score of 18 out of 25. This score shows that the
participant thinks they can succeed in the assigned activity or domain and has reasonable
expectations for achievement. They anticipate success and maintain a cheerful attitude.

Positive Attitude
The individual received a score of 20 out of 25 for this trait. According to this score, the
participant appears to have a very positive outlook on the given task or activity. They approach it
with hope and passion, which bodes well for their drive and output.

Outcome Expectations
The participant scored 17 out of 25 in outcome expectations. According to this score, the
participant anticipates their efforts in the particular domain or activity to provide results that are
reasonably positive. They believe that what they are doing will have a positive outcome.

The participant's self-efficacy profile, in summary, indicates a very optimistic attitude,

high efficacy expectations, moderate self-confidence, and relatively favorable outcome
expectations. Although there may be space for development in their self-confidence, overall, the
participant seems to have a generally positive and optimistic attitude on their talents and the
expected outcomes of their activities.

Recommendation
 Self-efficacy: Break down larger goals into smaller, more manageable steps to avoid
feeling overwhelmed and increase the likelihood of success. Recall past accomplishments and
remind yourself of your capabilities to boost self-belief and confidence. Be kind to yourself and
avoid self-criticism.

Efficacy expectation: Vividly imagine yourself achieving your goals and experiencing
positive outcomes. This mental rehearsal can strengthen your belief in your abilities. Concentrate
on the aspects of the situation that you can influence, rather than dwelling on factors outside your
control. Believe that abilities can be developed and enhanced through effort and perseverance.

Positive attitude: Practice expressing gratitude for the positive aspects of your life, both big
and small. Seek out the company of supportive and optimistic individuals who uplift and inspire
you. Engage in mindfulness techniques, such as meditation or deep breathing, to manage stress
and cultivate a positive inner state.

Outcome expectations: Define your desired outcomes clearly and with specificity to
provide direction and focus. Research and gather relevant information and resources to increase
your understanding of the task or domain. Regularly seek feedback from mentors or peers to
assess your progress and identify areas for improvement.

Reference

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman
 and Company.
Feist, J., Feist, G.J., & Roberts, T.A. (2021). Theories of Personality(10th
edition).Boston:McGraw-Hill
Singh, A. K. (2013). In Development and Standardization of Self-Efficacy Scale (SES).
Indian Journal of Applied Research, 3(11), 61-63.