Subclassifications
While self-efficacy is sometimes measured as a whole, as with the General Self-Efficacy Scale, it is also measured in particular functional situations.
Social self-efficacy has been variably defined and measured. According to Smith and Betz, social self-efficacy is "an individual’s confidence in her/his ability to engage in the social interactional tasks necessary to initiate and maintain interpersonal relationships." They measured social self-efficacy using an instrument of their own devise called the Scale of Perceived Social Self-Efficacy, which measured six domains: (1) making friends, (2) pursuing romantic relationships, (3) social assertiveness, (4) performance in public situations, (5) groups or parties, and (6) giving or receiving help.
Matsushima and Shiomi measured self-efficacy by focusing on self-confidence about social skill in personal relationship, trust in friends, and trust by friends.
Both groups of researchers suggest that social self-efficacy is strongly correlated with shyness and social anxiety.
Academic self-efficacy refers to the belief that one can successfully engage in and complete course-specific academic tasks, such as accomplishing course aims, satisfactorily completing assignments, achieving a passing grade, and meeting the requirements to continue to pursue one's major course of study. Various empirical inquiries have been aimed at measuring academic self-efficacy.
Other areas of self-efficacy that have been identified for study include teacher self-efficacy and technological self-efficacy.
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