The current study seeks to develop and validate a measure of undergraduate academic self-efficacy in students’ overall and major-specific courses. In the context of this study, academic self-efficacy is defined as college students’ belief in their capacity to attain specified performance goals related to scholastics in their collegiate education. This definition combines Bandura’s (1977, 1986, 1997) ideas while incorporating our own to fill a need in the literature surrounding academic self-efficacy. Several measures exist to assess general and overall academic self-efficacy, but none go so far as to question students’ belief in their ability within a specific area of study. To develop our measure, we used existing measures and peer-review procedures to formulate items related to overall and major-specific self-efficacy. To validate our new measure, adult undergraduate students completed a survey on Qualtrics that measured demographics, undergraduate GPA, general self-efficacy (Schwarzer and Jerusalem, 1995), general self-esteem (Rosenberg, 1979), general academic self-efficacy (Ifdil et al., 2019), and the constructs of our measure: overall and major-specific academic self-efficacy. Results and discussion are forthcoming
