Authors

E. Karademas and A. Kalantzi-Azizi.

Purpose

The questionnaire aims to evaluate the expectations of individuals during an examination period regarding their ability to study effectively and, ultimately, achieve the desired outcome.

Brief Description

It consists of 10 statements grouped into two factors:
The student has expectations regarding their ability to successfully perform in examinations.
They evaluate their ability to remain calm during an examination.
They hold confidence in their ability to express themselves accurately during an examination.
They recognize the importance of their ability to perform successfully in an examination.
The individual has expectations regarding their ability to engage in sufficient study to succeed in examinations.
They evaluate their own abilities for effective study in preparation for upcoming examinations.
They express confidence in carrying out the necessary amount of study to succeed.
They have high expectations of their physical strength to cope with studying.
They believe in the high level of mental strength required to face the challenge of studying.
The student has expectations that effective studying will lead them to success in the upcoming examinations.

Sample

Initially, a questionnaire was developed and then administered to a sample of 291 students.

Scoring Method

The way you address this question depends on the content and purpose of the research or questionnaire. However, it is important to note that the Likert scale presented here has four levels (0 = not at all, 1 = a little, 2 = quite, 3 = very).
Some possible response options to this question are:
Not at all capable (Score 0): I do not believe I am capable at all.
A little capable (Score 1): I believe I am a little capable, but not much.
Quite capable (Score 2): I feel quite capable in this area.
Very capable (Score 3): I believe I am very capable in this area.
These responses represent the individual’s perception of their degree of capability in relation to the subject under consideration.

Validity

The development of the questionnaire was based on existing instruments addressing self-efficacy expectations, as well as relevant literature examining issues related to examinations and academic performance. A factor analysis was then conducted, with the specific factors mentioned above.

Reliability

The two factors of the questionnaire appear to show satisfactory internal reliability indices. The first factor was evaluated with reliability 0.81 (α), while the second factor was evaluated with reliability 0.75 (α).

Main Bibliographic Source

Karademas, E. C., & Kalantzi-Azizi, A. (2004). The stress process, self-efficacy expectations, and psychological health. Personality and Individual Differences, 37, 1033–1043.