Among the most popular constructs of contemporary theories of motivation, self-efficacy belief (Bandura, 1977; 1986) has acquired a solid scientific reputation. To this day, self-efficacy influence on academic performance has been largely supported by empirical data and can be seen as a lens through which one can look at those factors restricting learning and transfer. Consequently, many reasons can lead teachers and counsellors to assess the self-efficacy beliefs of the students in a specific situation, either by using a standardized but general measure of self-efficacy or by developing a scale more closely related to the situation. Such a development process, which can be undertaken by practitioners, needs to follow some important guidelines. This paper presents some validated self-efficacy scales, and discusses the way self-efficacy seules should be built in order to fit their theoretical origins.