comparisons across various University samples ( Ns597 to 1468) suggesting that 14 of the original 24 items converge
the most optimal solution. The results of these confirmatory factor analyses yielded the factors labeled: Grades,
Studying, Verbalizing and Attendance.
Criterion/Predictive
In a summary report, total ABC scores were reported to have correlated positively and significantly ( p,.05)
with students’ predicted exam marks ( N588) ( Sanders & Sanders, 2006 ).Sander (2009) also reported that
Berbe ´n found that ABC scores correlated significantly /C0and presumably positively /C0with aspects of student
learning, like approach to learning and self-regulation, and satisfaction with teaching and final results. However,
the magnitude of these correlation coefficients were not reported.
Location
Sander, P., & Sanders, L. (2003). Measuring confidence in academic study: A summary report. Electronic
Journal of Research in Educational Psychology and Psychopedagogy, 1(1) ,1/C017.
Results and Comments
The item content of the ABC lends itself well to targeting specific academic behaviors and student confidence
associated with achieving them. Furthermore, provided refinement, its factorial structure appears stable.
However, the scale’s test /C0retest reliability and validity require further investigation and careful, independent,
scrutiny. In its current form, the ABC may be of greatest use as a measure of confidence related to discrete aca-
demic behaviors rather than as a combined scale of general academic confidence.
ACADEMIC BEHAVIORAL CONFIDENCE SCALE
How confident are you that you will be able to:
Each question is accompanied by the following rating scale:
Very confident Not at all confident
&&&&&
Study effectively on your own in independent/private study.
Produce your best work under examination conditions.
Respond to questions asked by a lecturer in front of a full lecture theater.
Manage your work load to meet coursework deadlines.
Give a presentation to a small group of fellow students.
Attend most taught sessions.
Attain good grades in your work.
Engage in profitable academic debate with your peers.
Ask lecturers questions about the material they are teaching, in a one-to-one setting.
Ask lecturers questions about the material they are teaching, during a lecture.
Understand the material outlined and discussed with you by lecturers.
Follow the themes and debates in lectures.
Prepare thoroughly for tutorials.
Read the recommended background material.
Produce coursework at the required standard.
Write in an appropriate academic style.
Ask for help if you don’t understand.
Be on time for lectures.
Make the most of the opportunity of studying for a degree at university.
Pass assessments at the first attempt.
Plan appropriate revision schedules.
Remain adequately motivated throughout.
Produce your best work in coursework assignments.
Attend tutorials.168 7. MEASURES OF THE TRAIT OF CONFIDENCE
II. EMOTIONAL DISPOSITIONS