The Academic and Social Self-Efficacy Scale (ASSESS) was developed to assess the self-efficacy judgments of students and to predict academic achievement and sociometric status. Self-reported judgments of academic self-efficacy best predicted academic achievement, whereas self-reported social self-efficacy best predicted sociometric status. Teacher- and parent-reported self-efficacy ratings were minimal predictors of achievement and sociometric status. A multitrait-multimethod (MTMM) analysis failed to provide evidence for convergent and discriminant validity. These results were interpreted in light of the situational specificity of behavior and cross-informant variability in behavior ratings.
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