Description

The Self-Efficacy Beliefs Regarding Peer Intervention Scale (SEBRPIS) is an instrument designed to assess an individual’s beliefs about their ability to intervene in or influence situations involving peers.

The scale focuses on perceived self-efficacy in peer-related situations, that is, the degree to which individuals believe they are capable of taking effective action when intervention or influence is required within peer interactions.

Purpose

The primary purpose of the SEBRPIS is to measure an individual’s perceived ability to intervene in or influence the behavior of peers across different situations.

It may therefore help researchers examine how confident individuals feel about assuming an active role in situations involving their peers.

Structure and Administration

The SEBRPIS includes questions or statements related to perceived ability to intervene. Participants are asked to evaluate these statements using a Likert-type scale or another graded response format, depending on the version of the instrument being used.

The responses are intended to reflect the extent to which participants believe they can respond effectively in situations that require intervention or influence within peer relationships.

Interpretation

Interpretation focuses on the participant’s level of perceived self-efficacy. Higher levels of agreement with statements expressing confidence in the ability to intervene may indicate stronger self-efficacy beliefs, whereas lower levels may reflect less confidence in one’s capacity to act effectively.

The source document does not provide specific scoring cut-offs, subscale structure, or detailed psychometric indices.

Applications

The SEBRPIS may be used in research examining self-efficacy, social behavior, and peer interactions. It may also be useful for investigating individual differences in confidence regarding the ability to take an active role in situations involving peers.

The theoretical background of self-efficacy is linked to Bandura’s work, while the source material also refers to literature concerning self-efficacy, academic motivation, and self-regulation.

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231.

Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal agency: Self-efficacy and self-regulation in education. In Self-Efficacy in Changing Contexts (pp. 349–365). Springer.