scholarly journals Construction and validation of the life roles self-efficacy scale for young adults in school-to-work transition

2020 ◽  
Author(s):  
Pawel Kot ◽  
Bohdan Roznowski ◽  
Bernd-Joachim Ertelt
Keyword(s):  
Factor Analysis ◽  
Career Development ◽  
Self Efficacy ◽  
Social Roles ◽  
School To Work ◽  
Development Theory ◽  
Reliability Parameters ◽  
Key Factor ◽  
Development And Validation ◽  
Life Roles

Abstract Self-efficacy is widely regarded as a key factor in shaping one’s own career. To date, self-efficacy has usually been measured on a one-dimensional basis without taking into account the interaction between the various social roles involved in career development. The social roles were described by Donald E. Super in his career development theory. Adopting this framework, we provide a questionnaire to simultaneously measure self-efficacy in Super’s five described social roles. This work presents the development and validation of a new questionnaire entitled the Life Roles Self-Efficacy Scale (LRSES). The questionnaire has been developed based on a series of surveys: the first survey (N = 347) aimed to establish the exploratory factor analysis (EFA) and basic psychometric properties of the tool; the second survey (N = 494) aimed to verify the confirmatory factor analysis of the method (CFA) and reliability parameters with regard to a new sample; and the third survey (N = 109) explored the consistency of results over time. Statistical analysis confirmed this tool to be accurate for assessing one’s self-efficacy in school-to-work transitions.

scholarly journals Development and Validation of the Youth Career Development Competency Scale: A Study Based on Hong Kong Youth

2021 ◽  
Vol 18 (23) ◽  
pp. 12494
Author(s):  
Steven Sek-yum Ngai ◽  
Lin Wang ◽  
Chau-kiu Cheung ◽  
Jianhong Mo ◽  
Yuen-hang Ng ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Hong Kong ◽  
Career Development ◽  
School To Work ◽  
Model Fit ◽  
Advanced Technology ◽  
Career Adaptability ◽  
Confirmatory Factor ◽  
Development And Validation ◽  
Youth Career Development

The challenging labor market conditions concomitant with economic globalization and advanced technology have made youth career development competency (YCDC)—young people’s ability to navigate transitions through education into productive and meaningful employment—especially important. The present study aims to develop a holistic instrument to measure YCDC in Hong Kong, which has rarely been investigated in past studies. The sample consisted of 682 youths aged 15–29 years (387 male, mean age = 19.5 years) in Hong Kong. Exploratory factor analysis of the 17-item YCDC scale resulted in four competence factors—engagement, self-understanding, career and pathway exploration, and planning and career management—which accounted for 78.95% of the total variance. The final confirmatory factor analysis results indicated good model fit (CFI = 0.96, TLI = 0.95, RMSEA = 0.06, 90% CI (0.05, 0.07), SRMR = 0.03) and good factor loadings (0.78–0.91). Moreover, the results demonstrated a satisfactory internal consistency of subscales (0.89–0.93). Subgroup consistency across subsamples categorized by gender, age, and years of residence in Hong Kong was also demonstrated. In addition, correlations between the YCDC scale and subscales with other career-related and psychosocial outcomes (i.e., career outcome expectancy, career adaptability, civic engagement, social contribution, and social integration) showed good concurrent validity. The results indicated that the YCDC scale is a valid and reliable tool for measuring career development competence among youth in the Hong Kong context. Its development sheds light on how career professionals can holistically assess young people’s navigation competence during their school-to-work transitions.

scholarly journals Self-efficacy beliefs of youth entering the labour market

2012 ◽  
Vol 18 (1-2) ◽  
pp. 193-214
Author(s):  
Paweł Kot ◽  
Bohdan Rożnowski
Keyword(s):  
Theoretical Model ◽  
Young People ◽  
Labour Market ◽  
Hierarchical Structure ◽  
Self Efficacy ◽  
Social Roles ◽  
Efficacy Beliefs ◽  
School To Work ◽  
Work Transition ◽  
Life Roles

Abstract This article presents the psychological meaning of school-to-work transition. Transition to taking up new social roles entails numerous difficulties, and that is why young people see it as a crisis point. According to researchers one of the predictors of effective transition to the labour market is self-efficacy. This article presents the two obtaining approaches to the psychology of self-efficacy beliefs. Both specific and generalized self-efficacy belief are good predictors of human behaviour, which has been repeatedly confirmed in the studies (main overview in this article). The authors of this compilation have integrated the two dominating approaches into one theoretical model, taking account of the three levels of generality proposed by Rosch. By doing that, a theoretical model has been created which allows for organising self-efficacy beliefs relating to life roles into a three-level hierarchical structure.

Development and Validation of a Women's Financial Self-Efficacy Scale

2019 ◽  
Vol 30 (1) ◽  
pp. 142-154 ◽  
Author(s):  
Hoa Thi Nguyen
Keyword(s):  
Factor Analysis ◽  
Financial Literacy ◽  
Financial Management ◽  
Self Efficacy ◽  
Literacy Programs ◽  
Standardized Measurement ◽  
The Common ◽  
Main Factors ◽  
Development And Validation ◽  
General Self Efficacy

Lack of standardized measurement is one of the main factors that inhibits rigorous evaluations of financial literacy programs. However, although several scholars have developed financial self-efficacy measurements, none have been tailored for women. This article aims to develop and validate a Women's Financial Self-Efficacy Scale (WFSES). Results showed that the WFSES had an excellent reliability coefficient alpha (.93). The scale had good content-related validity, which covered all key domains in financial management for women. The criterion-related validity showed that the WFSES was positively correlated with the New General Self-Efficacy Scale (NGSES). Factor analysis showed four factors to be consistent with the common categories in financial management curricula.

TEACHER SELF-EFFICACY BELIEF

2007 ◽  
Vol 35 (5) ◽  
pp. 573-586 ◽  
Author(s):  
Eda Erdem ◽  
Özcan Demirel
Keyword(s):  
Factor Analysis ◽  
Elementary Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Factor Model ◽  
Measurement Instrument ◽  
Validity And Reliability ◽  
Standard Scale ◽  
Bartlett Test ◽  
Development And Validation

This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

Evaluating Resilience: Development and Validation of the Situated Subjective Resilience Questionnaire for Adults (SSRQA)

2018 ◽  
Vol 21 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Helena Garrido-Hernansaiz ◽  
Rocío Rodríguez-Rey ◽  
Miguel Ruiz Díaz ◽  
Carmen Nieto
Keyword(s):  
Factor Analysis ◽  
General Population ◽  
Self Efficacy ◽  
Clinical Samples ◽  
Stress Model ◽  
Situational Model ◽  
Confirmatory Factor ◽  
The Face ◽  
The Individual ◽  
Development And Validation

AbstractAlthough resilience varies depending on the specific type of adverse situation faced by the individual, to date resilience questionnaires do not consider its situational character. This study aims to develop and validate the Situated Subjective Resilience Questionnaire for Adults (SSRQA), which assesses resilience in five different adverse contexts. A total of 584 Spanish adults (including general population and clinical samples individuals) completed the SSRQA and other measures of resilience, optimism, and self-efficacy. Confirmatory factor analysis showed that the SSRQA structure fitted the situational model better (χ2/df = 1.90; CFI = .96; TLI = .95; RMSEA = .07) than the non-situational version (χ2/df = 4.99; CFI = .79; TLI = .76; RMSEA = .15). The SSRQA was shown to be reliable (α = .90) and to be significantly and positively correlated with other resilience measures (p < .001) and, to a lower degree, with optimism and self-efficacy (p < .001). Degree of exposure to each adverse situation was negatively correlated with resilience in the face of that situation (p < .05), supporting a vulnerability to stress model. The SSRQA has been demonstrated to be a reliable and valid situated measure for resilience towards different adverse contexts.

The importance of the phase of preparation for the transition and the effectiveness of youth entering the labor market

2020 ◽  
Vol 60 (18) ◽  
pp. 44-58
Author(s):  
Bohdan Rożnowski ◽  
Paweł Kot
Keyword(s):  
Labor Market ◽  
Self Efficacy ◽  
Civil Law ◽  
Self Esteem ◽  
School To Work ◽  
Self Assessment ◽  
Work Transition ◽  
Life Roles ◽  
The Impact

The article deals with the problem of the impact of resources being goals formed in the perspective of transition, self-assessment and self-efficacy in social roles on effectiveness of the school-to-work transition among the youth. The study took the form of a questionnaire used to survey 210 people (117 females and 93 males). The average age of respondents was M = 24.87; SD = 1.11. The study used the Multidimensional Questionnaire of Plans, the Scale of Self-Efficacy in Life Roles and Rosenberg’s Self-Esteem Scale. The resource explaining having employment after graduating from school by the youth was having work during studies (preferably based on a contract or civil law contracts), avoiding failures in setting goals and selfefficacy in the role of a student. In the case of having a job consistent with education after graduating from school, the resource explaining this relationship was the level of self-esteem and self-efficacy in the role of a student.

Measuring Parents’ Perceptions of Programming Education in P-12 Schools: Scale Development and Validation

2018 ◽  
Vol 57 (5) ◽  
pp. 1260-1280 ◽  
Author(s):  
Siu-Cheung Kong ◽  
Robert Kwok-Yiu Li ◽  
Ron Chi-Wai Kwok
Keyword(s):  
Factor Analysis ◽  
Three Dimensional ◽  
Educational Innovation ◽  
Programming Education ◽  
Scale Development And Validation ◽  
Effective Implementation ◽  
Confirmatory Factor ◽  
Key Factor ◽  
Instrument Measuring ◽  
Development And Validation

Schools around the globe increasingly realized the importance of technology and its application in the education system. To guarantee a successful educational innovation, schools seek out different parties for valuable opinions. Among them, parents are the important feedback providers, because their attitudes are influential on children’s academic performance. Moreover, their involvement and support are considered the key factor that facilitates an effective implementation of programming education at schools. This study aimed at developing and validating an instrument measuring parents’ perceptions of programming education among P-12 schools in Hong Kong. We propose that parents’ perceptions of programming education is a multidimensional construct which constitutes (a) understanding, (b) support, and (c) expectation. In total, 524 questionnaires were collected from the parents who attended programming workshops and seminars. Exploratory factor analysis shows evidence for the three-dimensional construct. Confirmatory factor analysis reconfirms the measurement structure. Implications of the study are discussed.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Development and Validation of a German Language Unit-Level Organizational Citizenship Behavior (OCB) Scale

2020 ◽  
Vol 36 (5) ◽  
pp. 852-863 ◽  
Author(s):  
George Gunnesch-Luca ◽  
Klaus Moser
Keyword(s):  
Factor Analysis ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Helping Behavior ◽  
Citizenship Behavior ◽  
German Language ◽  
Individual Level ◽  
Unit Level ◽  
Confirmatory Factor ◽  
Development And Validation

Abstract. The current paper presents the development and validation of a unit-level Organizational Citizenship Behavior (OCB) scale based on the Referent-Shift Consensus Model (RSCM). In Study 1, with 124 individuals measured twice, both an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) established and confirmed a five-factor solution (helping behavior, sportsmanship, loyalty, civic virtue, and conscientiousness). Test–retest reliabilities at a 2-month interval were high (between .59 and .79 for the subscales, .83 for the total scale). In Study 2, unit-level OCB was analyzed in a sample of 129 work teams. Both Interrater Reliability (IRR) measures and Interrater Agreement (IRA) values provided support for RSCM requirements. Finally, unit-level OCB was associated with group task interdependence and was more predictable (by job satisfaction and integrity of the supervisor) than individual-level OCB in previous research.

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