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Educational and Psychological Measurement
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Predictive Validity and Time Dependency of Self-Efficacy, Self-Esteem, Personal Goals, and Academic Performance

Mark A. Mone

University of Wisconsin-Milwaukee

Douglas D. Baker

Washington State University

Frank Jeffries

Washington State University

This article seeks to clarify some conceptual and empirical ambiguities regarding self-efficacy and self-esteem in the educational, psychological, and organizational literatures. The validity of self-efficacy versus self-esteem for predicting personal goals and performance and the subsequent reciprocal effects of personal goals and performance on self-efficacy and self-esteem were investigated. Also examined were the distal and proximal measures of self-efficacy, self-esteem, and personal goals in relation to performance because their conceptual meaning and predictive validity may vary depending on measurement timing. Across three performance trials (academic course exams), self efficacy had greater predictive validity than self-esteem for and was more affected by personal goals and performance. However, the lead and lag measurement times produced no significant differences. Theoretical and practical implications of differential predictive validity and measurement timing are discussed.

Educational and Psychological Measurement, Vol. 55, No. 5, 716-727 (1995)
DOI: 10.1177/0013164495055005002
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