A study was conducted to compare three methods of assessing course-level self-efficacy beliefs within a multitrait multimethod (MTMM) framework. The methods involved: (1) successfully performing a number of domain-related tasks; (2) obtaining specific letter grades in the course; and (3) successfully performing generic academic tasks in the context of a particular domain. With confirmatory and higher-order confirmatory factor analyses, the MTMM approach allowed examining the equivalence of self-efficacy responses from different assessment methods (i.e., convergent validity) and the distinctiveness of self-efficacy beliefs in different academic domains (i.e., discriminant validity). Relations of the three self-efficacy measures to other course-specific motivation and performance indicators were examined with structural equation modeling. Participants were 512 middle school students in Korea. Results suggest that different self-referent thoughts were called forth depending on whether the course-specific self-efficacy items specified different aspects or levels in the expected domain performance. When they did, self-efficacy so measured demonstrated stronger relations with more cognitive, rather than affective, indicators of motivation. These relations should be studied in more detail when achievement indexes become available. (SLD)