CAPA Confidence Inventory (CCI)
(Betz & Borgen, 2010 ).
Variable
The authors ( Betz et al., 2003 ) defined confidence as a self-perceived ability to accomplish tasks /C0definition
derived from Bandura’s (1986) self-efficacy theory.
Description
The CCI is a component of the CAPA system /C0an online Questionnaire system for college students that sug-
gests major clusters based on confidence and interest across a broad range of domains ( Betz & Borgen, 2010 ). In-
line with the above definition, the CAPA Confidence Inventory (CCI) assesses confidence across Holland’s (1997)
six confidence themes with items targeting activities (e.g., ‘Write articles about pets or nature’) and/or school
subjects (e.g., ‘Pass a course in algebra’) across 27 vocational domains. These domains, and their associated
Holland theme in brackets, are: Mechanical Activities, Information Technology, Protective Services, and
Outdoors (Realistic); Science, Medical Science, and Math (Investigative), Visual Arts and Design, Dramatic Arts,
Music, Writing, and Artistic Creativity (Artistic); Helping, Teaching, Cultural Sensitivity, Human Resources and
Training, and Medical Service (Social); Marketing and Advertising, Sales, Management, Entrepreneurship, Public
Speaking, Politics, and Law (Enterprising); and Accounting and Finance, Office Management, and Personal
Computing (Conventional). In addition to these, the CCI includes items to assess confidence in activities related
to six Engagement Styles: Extraversion, Leadership, Teamwork, Motivation, Academic Achievement, and Risk
Taking. Each self-report item is preceded with the phrase ‘Indicate your confidence in your ability to ...’ and
scored on a standard 5-point Likert-type Scale (1 5No confidence at all ;55Complete confidence ), with 190 items in
total. Scores are averaged for each domain, ranging from 1 to 5, with higher scores suggestive of greater
confidence.
The CCI is the product of a lengthy investigation by the authors and their colleagues into career confidence
and self-efficacy. The preceding scales from which the CCI has been derived include the Skills Confidence
Inventory ( Betz, Harmon, & Borgen 1996 ) and the Expanded Skills Confidence Inventory ( Betz et al., 2003 ). All
were designed, tested and have evolved with an applied utility in mind: to guide career decision-making in tan-
dem with measurements of vocational interests.
Sample
The CCI has been studied in a number of large university student samples (e.g., N5960; Betz & Borgen,
2009 ) and descriptive statistics can be found in the scale manual ( Betz & Borgen, 2006 ). However, Borgen
and Betz (2008) reported gender differences for 160 psychology students in the overall Holland Themes, spe-
cific domains and Engagement style s. Males scored significantly high er than females in Realistic and
Investigative confidence, as well as confidence in Mechanical activities, Information technology, Protective
Services, Science, Math, Accounting, Personal Computing and Risk Taking. Furthermore, females scored sig-
nificantly higher than males in Social confidence as wel l as confidence in Helping and Cultural Sensitivity,
and Teamwork.
Reliability
Internal Consistency
Based on a sample of 644 university students, Cronbach alpha coefficients for the Holland Themes, Domains
and Engagement Styles ranged between .76 and .94 ( Betz & Borgen, 2009 ).
Test/C0Retest
Test/C0retest reliability for the CCI has not been assessed. However, the stability of the scale’s predecessor, the
Expanded Skills Confidence Inventory, was assessed in a student sample ( N5160), with three-week test /C0retest
coefficients ranging from .77 to .89 ( Robinson & Betz, 2004 ).169 SELF-REPORT COGNITIVE CONFIDENCE SCALES
II. EMOTIONAL DISPOSITIONS