{"ID":2877871,"CreatedAt":"2026-06-01T04:54:23.091178241Z","UpdatedAt":"2026-06-01T04:54:23.091178241Z","DeletedAt":null,"paper_url":"https://arxiv.org/abs/2508.18631","arxiv_id":"2508.18631","title":"Development of the Measure of Assessment Self-Efficacy (MASE) for Quizzes and Exams","abstract":"Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students' beliefs about content-specific tasks but omit beliefs around assessment-taking. This research aimed to develop and test the Measure of Assessment Self-Efficacy (MASE), designed to assess two types of efficacy beliefs related to assessment (i.e., 'comprehension and execution' and 'emotional regulation') in two scenarios (i.e., a low-stakes online quiz and a high-stakes final exam). Results from confirmatory factor analysis in Study 1 (N = 301) supported the hypothesised two-factor measurement models for both assessment scenarios. In Study 2, results from MGCFA (N = 277) confirmed these models were invariant over time and provided evidence for the scales' validity. Study 3 demonstrated the exam-related MASE was invariant across cohorts of students (Ns = 277; 329). Potential uses of the developed scales in educational research are discussed.","short_abstract":"Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students' beliefs about content-specific tasks but omit beliefs around assessment-taking. This research aimed to develop and test the Measure of...","url_abs":"https://arxiv.org/abs/2508.18631","url_pdf":"https://arxiv.org/pdf/2508.18631v1","authors":"[\"Kaitlin Riegel\",\"Tanya Evans\",\"Jason M. Stephens\"]","published":"2025-08-26T03:17:08Z","proceeding":"math.HO","tasks":"[\"math.HO\",\"cs.CY\"]","methods":"[]","has_code":false}