Brief Description

The ESEQ is a tool designed to assess an individual’s belief in their ability to perform well under examination conditions, regardless of the subject content. It includes 20 statements, which respondents rate on a five-point Likert scale. The items cover emotional, cognitive, and behavioral indicators of self-efficacy.

Purpose

The purpose of the questionnaire is to measure students’ perceived self-efficacy in exam situations, focusing on their ability to manage anxiety, organize their study process, and believe in their academic success.

Scoring Method

Responses are given on a five-point Likert scale (1 = Strongly Disagree to 5 = Strongly Agree). The total self-efficacy score is calculated either by summing or averaging the individual item scores. Higher scores indicate a greater sense of examination self-efficacy.

Validity

The ESEQ demonstrates satisfactory construct and convergent validity, showing significant positive correlations with indicators of academic performance, self-esteem, and intrinsic motivation. It also reliably distinguishes between students with high and low levels of test anxiety.

Reliability

The questionnaire shows high internal consistency (Cronbach’s α > 0.85) and acceptable test–retest reliability (r > 0.75), confirming the stability of responses over time.

Data Analysis and Use

Data can be analyzed either as a total score or across subscales (e.g., emotional regulation, cognitive strategies, time management). The tool is suitable for research protocols as well as educational interventions aimed at improving students’ psychological readiness for exams.

References

Cassady, J. C., & Johnson, R. E. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27(2), 270–295.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706.