Abstract:
Academic self-efficacy (ASE) plays a vital role in shaping students’ motivation, persistence, and
academic success. Despite its theoretical importance and frequent use in international settings,
there is a lack of a validated scale for measuring ASE among advanced-level students in the Sri
Lankan context. This study introduces and validates the Academic Self-Efficacy Scale (SL-ASESAL),
tailored for advanced-level students in Sri Lanka. The scale was adapted from Dullas (2018)
and comprises three dimensions: Perceived Control, Competence, and Persistence, with Selfregulated
Learning excluded, as it is considered a distinct construct within the broader research
framework. The validation process employed a three-phase approach, consisting of a two-round
Delphi and a pilot study. In the first round, responses from 14 experts were analyzed, resulting in
the exclusion of items that fell below the 80% consensus threshold. This process led to 16 items
advancing to the second round. In the second round, eight experts evaluated these items for
relevance and clarity. Using the Item-Level Content Validity Index (I-CVI) and Scale-Level
Content Validity Index, all items attained the maximum I-CVI value of 1.00, indicating excellent
content validity. Subsequently, a pilot study was conducted with 64 advanced-level students to
assess reliability and construct validity. An overall Cronbach’s alpha of .841 and dimensionspecific
alpha values above .70 confirmed high internal consistency. Item-total correlation values
further supported construct validity, with eleven items demonstrating strong correlations (≥ .5),
and five items rated as acceptable. One item, with a slightly lower correlation, was retained in a
rephrased form based on expert judgment. These findings confirm that the adapted SL-ASES-AL
scale is both valid and reliable for assessing ASE within the Sri Lankan context. It offers a
contextually relevant tool to enhance educational assessment and student well-being.
