Measuring Self-Efficacy: Multi-Trait Multi-Method Comparison of Scaling Procedures.
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| Title: | Measuring Self-Efficacy: Multi-Trait Multi-Method Comparison of Scaling Procedures. |
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| Language: | English |
| Authors: | Bong, Mimi, Hocevar, Dennis |
| Peer Reviewed: | N |
| Page Count: | 31 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Concurrent Validity, Foreign Countries, High School Students, High Schools, Self Efficacy |
| Geographic Terms: | South Korea |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| Abstract: | Convergent and discriminant validity of various self-efficacy measures was examined across two studies. In Study 1, U.S. high school students (n=358) rated their self-efficacy in 6 school subjects with reference to specific problems or general self-efficacy statements on the Motivated Strategies for Learning Questionnaire (MSLQ) (P. Pintrich and E. De Groot, 1990). In Study 2, Korean female high school students (n=235) judged their perceived efficacy with reference to specific problems, specific task descriptions, and MSLQ statements in 3 school subjects. Across both studies, the first-order confirmatory factor analyses provide support for both convergent validity of different self-efficacy responses and discriminant validity of perceived self-efficacy across different subject areas. The second-order confirmatory factor analyses confirmed the discriminant validity of self-efficacy beliefs. Substantial method effects were also observed. The problem- and task-referencing methods correlated with each other to a greater extent than they did with the MSLQ self-efficacy scale. (Contains 1 figure, 6 tables, and 45 references.) (Author/SLD) |
| Entry Date: | 2003 |
| Accession Number: | ED475143 |
| Database: | ERIC |
| Abstract: | Convergent and discriminant validity of various self-efficacy measures was examined across two studies. In Study 1, U.S. high school students (n=358) rated their self-efficacy in 6 school subjects with reference to specific problems or general self-efficacy statements on the Motivated Strategies for Learning Questionnaire (MSLQ) (P. Pintrich and E. De Groot, 1990). In Study 2, Korean female high school students (n=235) judged their perceived efficacy with reference to specific problems, specific task descriptions, and MSLQ statements in 3 school subjects. Across both studies, the first-order confirmatory factor analyses provide support for both convergent validity of different self-efficacy responses and discriminant validity of perceived self-efficacy across different subject areas. The second-order confirmatory factor analyses confirmed the discriminant validity of self-efficacy beliefs. Substantial method effects were also observed. The problem- and task-referencing methods correlated with each other to a greater extent than they did with the MSLQ self-efficacy scale. (Contains 1 figure, 6 tables, and 45 references.) (Author/SLD) |
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