The study of social cognitive theory has involved a number of inquiries, notably one of which concerns the formation and development of self-efficacy beliefs. Social cognitive theory indicates that we form our self-efficacy beliefs from four major sources of information: enactive performance accomplishments, vicarious experiences, verbal persuasion and emotional and physiological states. We advance this tenet by exploring across four occasions, and the four sources of information in the context of elementary school learning. Two cohorts of participants, at level 2 (N = 352 3rd–4th grade students) and level 3 (N = 264 5th–6th grade students), answered a Likert's-scale inventory that we developed and used in a previous study. We proposed and tested a number of a priori models using LISREL 8.80. Furthermore, factorial invariance analyses of the inventory were performed, a posteriori, to determine the stability/instability of the four sources of information.