Gender fairness in self-efficacy? A Rasch-based validity study of the General Academic Self-efficacy scale (GASE)

Tine Nielsen; Jesper Dammeyer; Maria Louison Vang; Guido Makransky

doi:10.1080/00313831.2017.1306796

Gender fairness in self-efficacy? A Rasch-based validity study of the General Academic Self-efficacy scale (GASE)

Tine Nielsen, Jesper Dammeyer, Maria Louison Vang, Guido Makransky

6 Citations (Scopus)

Abstract

Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines.

Original language	English
Journal	Scandinavian Journal of Educational Research
Volume	62
Issue number	5
Pages (from-to)	664-681
Number of pages	18
ISSN	0031-3831
DOIs	https://doi.org/10.1080/00313831.2017.1306796
Publication status	Published - 20 Aug 2018

Keywords

DIF
Gender bias
general academic self-efficacy
higher education

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10.1080/00313831.2017.1306796

Cite this

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title = "Gender fairness in self-efficacy? A Rasch-based validity study of the General Academic Self-efficacy scale (GASE)",

abstract = "Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students{\textquoteright} general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines.",

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AU - Makransky, Guido

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N2 - Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines.

AB - Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines.

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KW - Gender bias

KW - general academic self-efficacy

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DO - 10.1080/00313831.2017.1306796

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Gender fairness in self-efficacy? A Rasch-based validity study of the General Academic Self-efficacy scale (GASE)

Abstract

Keywords

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