How specific is specific self-efficacy? A construct validity study using Rasch measurement models

TY - JOUR

T1 - How specific is specific self-efficacy?

T2 - A construct validity study using Rasch measurement models

AU - Nielsen, Tine

AU - Makransky, Guido

AU - Vang, Maria Louison

AU - Dammeyer, Jesper

PY - 2017/6

Y1 - 2017/6

N2 - Self-efficacy is an important and much used construct in psychology and social science studies. The validity of the measurements used is not always sufficiently evaluated. The aim was to evaluate the psychometric properties of the Danish translation of the self-efficacy subscale of The Motivated Strategies for Learning Questionnaire (MSLQ-SE) within a higher education context. Rasch measurement models were employed focusing on measurement invariance and dimensionality. Results with one students sample showed the MSLQ-SE to be not one, but two separate unidimensional subscales, measuring specific academic learning self-efficacy (SAL-SE) and specific academic exam self-efficacy (SAE-SE), each scale being measurement invariant relative to age, Gender, admission method and specific course targeted. Furthermore, significant and relevant differences between the SAL-SE and SAE-SE scores dependent on university and admission method were found, and these results were replicated with two further samples. The SAL-SE and SAE-SE scales hold promise for more detailed studies of student self-efficacy.

AB - Self-efficacy is an important and much used construct in psychology and social science studies. The validity of the measurements used is not always sufficiently evaluated. The aim was to evaluate the psychometric properties of the Danish translation of the self-efficacy subscale of The Motivated Strategies for Learning Questionnaire (MSLQ-SE) within a higher education context. Rasch measurement models were employed focusing on measurement invariance and dimensionality. Results with one students sample showed the MSLQ-SE to be not one, but two separate unidimensional subscales, measuring specific academic learning self-efficacy (SAL-SE) and specific academic exam self-efficacy (SAE-SE), each scale being measurement invariant relative to age, Gender, admission method and specific course targeted. Furthermore, significant and relevant differences between the SAL-SE and SAE-SE scores dependent on university and admission method were found, and these results were replicated with two further samples. The SAL-SE and SAE-SE scales hold promise for more detailed studies of student self-efficacy.

KW - Faculty of Social Sciences

KW - Specific self-efficacy

KW - Construct validity

KW - Higher education

KW - Item response theory

U2 - 10.1016/j.stueduc.2017.04.003

DO - 10.1016/j.stueduc.2017.04.003

M3 - Journal article

SN - 0191-491X

VL - 53

SP - 87

EP - 97

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

ER -