Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.

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PROGRAMA DE INTERVENCIÓN PARA LA MEJORA DE LAS CREENCIAS DE AUTOEFICACIA EN LAS CLASES DE CIENCIAS INTERVENTION PROGRAM TO IMPROVE THE SELF-EFFICACY BELIEFS IN SCIENCE CLASSES

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v5.649 ◽

2016 ◽

Vol 5 (1) ◽

pp. 73

Author(s):

María Brígido Mero ◽

Ana Belén Borrachero Cortés ◽

Mª Luisa Bermejo García ◽

Mª Antonia Dávila Acedo

Keyword(s):

Science Teachers ◽

Self Efficacy ◽

Intervention Program ◽

Primary Teachers ◽

Efficacy Beliefs ◽

Affective Domain ◽

The Self ◽

Initial Teacher Education ◽

Science Classes ◽

Prospective Primary Teachers

Abstract.This paper offers the description about a intervention program designed as a result of a study about the affective domain aroused in prospective Primary teachers in their initial teacher education during their science classes, with the result of negative self-efficacy beliefs. The aim is an improving of the self-efficacy beliefs in their science teaching practices, as of some activities in three timeframes: before, during and after their practices in the schools. The total sample was 11 prospective Primary teachers. The results showed that there is a relationship between the beliefs as students and as teachers, as well as an improvement in the self-efficacy believes as science teachers after a metacognitive emotional intervention program. The findings show the importance of the affective domain and of the emotional training in the teachers teaching.Keywords: Self-Efficacy, Teaching science, Initial teaching education.Resumen.Este trabajo ofrece la descripción de un programa de intervención diseñado a raíz del estudio sobre el dominio afectivo en los maestros de Primaria en formación inicial en sus clases de ciencias, protagonizado por unas bajas creencias de autoeficacia. El objetivo es una búsqueda en la mejora de las creencias de autoeficacia en sus prácticas docentes de ciencias a partir de una serie de actividades realizadas en tres momentos temporales: antes, durante y después del periodo de prácticas en los centros escolares. La muestra total ha sido de 11 sujetos de tercer curso de Magisterio, especialidad Primaria. Los resultados muestran que hay una relación entre las creencias como aprendices y como docentes de ciencias, existiendo en general una mejora de las creencias de autoeficacia como docentes de ciencias tres un programa metacognitivo de intervención emocional. Los hallazgos muestran la importancia del dominio afectivo y de la formación emocional en la enseñanza de maestros.Palabras clave: Auto-eficacia, Enseñanza de las ciencias, Formación inicial de maestros.

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Construct Validation and Psychometric Evaluation of the Self-Efficacy Scale for Driver Competence

European Journal of Psychological Assessment ◽

10.1027/1015-5759.24.3.198 ◽

2008 ◽

Vol 24 (3) ◽

pp. 198-206 ◽

Cited By ~ 9

Author(s):

Anna Sundström

Keyword(s):

Construct Validity ◽

Test Scores ◽

Self Efficacy ◽

External Validity ◽

Construct Validation ◽

Psychometric Evaluation ◽

The Self ◽

Two Samples ◽

The Relationship ◽

Structural Aspects

The aim of the present study was to examine the construct validity of the Self-Efficacy Scale for Driver Competence (SSDC). The SSDC was based on a theoretical model for perceived driver competence, based on the self-efficacy construct and five aspects of driver competence. Two samples of driving license examinees (n = 805, n = 721) completed two parallel versions of the SSDC. Participants’ mean age was 21.5 years and of them 44% were women. Both versions of the SSDC had sound psychometric properties. The results provided support for substantial and structural aspects of construct validity. Some evidence of external validity of the test scores was obtained, although the relationship between perceived and actual driver competence was weaker than expected. The consequences of the use and interpretation of SSDC are discussed.

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Self-Efficacy Perceptions of Science Teachers for Assessment Literacy

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.9n.2p.142 ◽

2021 ◽

Vol 9 (2) ◽

pp. 142

Author(s):

Öznur Çambay ◽

Sefa Kazanç

Keyword(s):

Data Collection ◽

Science Teachers ◽

Self Efficacy ◽

Quantitative Methods ◽

Postgraduate Education ◽

Educational Status ◽

The Self ◽

Assessment Literacy ◽

Significant Difference ◽

Data Collection Instrument

The purpose of this study is to examine the self-efficacy perception levels of science teachers for assessment literacy in terms of various variables by determining them and to reveal the correlation between them. The research was designed in the scanning model, one of the non-experimental quantitative methods. The sample of the study consists of 236 teachers who are in service in the secondary schools affiliated to the Ministry of National Education in the provinces and districts of Elazig in the 2019-2020 academic year. “Self-efficacy perception scale for assessment and evaluation” was applied as data collection instrument in the study. In the analysis of the data obtained through the data collection instrument, in addition to descriptive statistics, t-test and one-way analysis of variance were used for independent samples. As a result of the research, it was determined in the comparisons that the self-efficacy of the teachers and their sub-dimensions for assessment literacy presented a significant difference in favor of the female teachers according to the gender variable. Moreover, it was concluded that the self-efficacy of the teachers and their sub-dimensions for assessment literacy significantly differ in favor of the teachers who received postgraduate education according to the educational status variable. Whereas there was no statistically significant difference in self-efficacy for assessment literacy according to the seniority variable, it was observed that the sub-dimensions of self-efficacy for assessment literacy were significantly different in favor of the teachers who were between 1-10 years of seniority according to the seniority variable. Some recommendations were provided within the scope of the results obtained at the end of the research.

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Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000063 ◽

2011 ◽

Vol 27 (3) ◽

pp. 164-170 ◽

Cited By ~ 1

Author(s):

Anna Sundström

Keyword(s):

Psychometric Properties ◽

Self Efficacy ◽

Rating Scale ◽

Measurement Precision ◽

The Self ◽

Test Theory ◽

Self Report ◽

Scale Model ◽

Validity And Reliability ◽

Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

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