Reliable Change in College Coursework Self-Efficacy

Author

Nancy R. Patel, University of KentuckyFollow
Matthew H. Kim, University of Kentucky
Justin E. Karr, University of Kentucky

Volume

29

Number

1

Department

Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Date

2023

Abstract

This study aimed to examine the test-retest reliability of the College Self-Efficacy Inventory-Coursework subscale (CSEI-C) and calculate cutoffs for determining reliable change. A sample of 39 college students from a U.S. university (M=19.0±1.0 years old, 84.6% women, 64.1% White) completed the CSEI-C twice (test-retest interval: M=55.4±12.4 days). The CSEI-C had good test-retest reliability, per the intraclass correlation (ICC=.85). The cutoffs of detecting reliable change were ±.91, ±1.12, and ±1.44 for 70%, 80%, and 90% confidence intervals, respectively. College students often experience mental health problems, and those presenting for psychotherapy may experience concurrent reductions in academic self-efficacy. Clinicians could use the CSEI-C during treatment to track academic self-efficacy and determine whether treatment improves confidence in coursework – a meaningful functional outcome for college students.

Keyword

College Self-Efficacy Inventory, test-retest reliability, reliable change, academic self-efficacy, college students, psychotherapy

Discipline

Psychology

Document Type

article

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nd/4.0/

Recommended Citation

Patel, Nancy R.; Kim, Matthew H.; and Karr, Justin E. (2023) "Reliable Change in College Coursework Self-Efficacy," Modern Psychological Studies: Vol. 29: No. 1, Article 17.
Available at: https://scholar.utc.edu/mps/vol29/iss1/17