Academic self-efficacy (ASE) refers to a student’s global belief in his/her ability to master the various academic challenges at university and is an essential antecedent of wellbeing and performance. The five-item General Academic Self-Efficacy Scale (GASE) showed promise as a short and concise measure for overall ASE. However, of its validity and reliability outside of Scandinavia is limited. Therefore, this paper aimed to investigate the psychometric properties, longitudinal invariance, and criterion validity of the GASE within a sample of university students (Time 1: n = 1056 & Time 2: n = 592) in the USA and Western Europe. The results showed that a unidimensional factorial model of overall ASE fitted the data well was reliable and invariant across time. Further, criterion validity was established by finding a positive relationship with task performance at different time stamps. Therefore, the GASE can be used as a valid and reliable measure for general ASE.

学术自我效能感 (ASE) 是指学生对自己在大学中应对各种学术挑战的能力的全球信念，是幸福感和表现的重要前提。五项一般学术自我效能感量表 (GASE) 有望作为整体 ASE 的一种简短而简洁的衡量标准。然而，其在斯堪的纳维亚以外的有效性和可靠性是有限的。因此，本文旨在研究 GASE 在大学生样本中的心理测量特性、纵向不变性和标准效度（时间 1：n = 1056 和时间 2：n= 592) 在美国和西欧。结果表明，总体 ASE 的一维因子模型很好地拟合了数据，是可靠的，并且随着时间的推移是不变的。此外，通过在不同的时间戳上找到与任务绩效的正相关关系来建立标准效度。因此，GASE 可以作为通用 ASE 的有效和可靠的度量。