University of Tennessee at Chattanooga
Place of Publication
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.
Patel, Nancy R.; Kim, Matthew H.; and Karr, Justin E.
"Reliable Change in College Coursework Self-Efficacy,"
Modern Psychological Studies: Vol. 29:
1, Article 17.
Available at: https://scholar.utc.edu/mps/vol29/iss1/17