Academic self-efficacy beliefs of 204 Korean high school freshmen were solicited in Korean, English, and math by using (a) specific problems, (b) task descriptions, and (c) general statements referring to each domain. Regardless of the assessment specificity, self-efficacy judgments demonstrated certain degrees of generality. Cross-domain correlations were stronger with problem- and task-specific self-efficacy beliefs than with domain-specific perceptions. Magnitude of within-domain correlations between any two self-efficacy measures decreased as the difference in their measurement levels increased. Problem- and task-specific assessments seemed to instigate fairly equivalent competence appraisals, whereas domain-level measures entailed somewhat idiosyncratic estimation. Though not definitive, some evidence of the need for specificity correspondence and temporal proximity between self-efficacy and performance evaluation was found. Task-specific efficacy beliefs proved more useful compared with the other two self-efficacy measures in predicting temporally distant performances. (Contains 39 references, 4 tables, 3 figures, and 2 appendixes.) (Author)