Development and Validation of the Parenting Self-Efficacy Scale for the Parents of Adolescents

2020 ◽  
Vol 12 (2) ◽  
pp. 121-144
Author(s):  
Soon-Hwa Lee ◽  
Seong-Moon Cheon
Keyword(s):  
Self Efficacy ◽  
Development And Validation

Development and validation of the Drug-Taking Confidence Questionnaire: A measure of coping self-efficacy

1997 ◽  
Vol 22 (5) ◽  
pp. 655-670 ◽  
Author(s):  
Sherrilyn M. Sklar ◽  
Helen M. Annis ◽  
Nigel E. Turner
Keyword(s):  
Self Efficacy ◽  
Development And Validation

scholarly journals Exercise barriers self-efficacy: development and validation of a subcale for individuals with cancer-related lymphedema

2015 ◽  
Vol 13 (1) ◽  
pp. 37 ◽  
Author(s):  
Jena Buchan ◽  
Monika Janda ◽  
Robyn Box ◽  
Laura Rogers ◽  
Sandi Hayes
Keyword(s):  
Self Efficacy ◽  
Exercise Barriers ◽  
Efficacy Development ◽  
Development And Validation

scholarly journals The validation of an L2 English listening self-efficacy instrument using Rasch analysis

2020 ◽  
Vol 24 (2) ◽  
pp. 1-22
Author(s):  
Eric Shepherd Martin
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Rasch Analysis ◽  
English Language ◽  
English Language Proficiency ◽  
Japanese University ◽  
Second Year ◽  
L2 Listening ◽  
Development And Validation ◽  
Esl Learners

This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.

scholarly journals Development and validation of the Irish Science Self-Efficacy Children’s Questionnaire to assess the short-term influence of scientists facilitating outreach

2020 ◽  
Author(s):  
Sarah Carroll ◽  
Jerome Sheahan ◽  
Veronica McCauley ◽  
Muriel Grenon
Keyword(s):  
Self Efficacy ◽  
Informal Science Education ◽  
Assessment Instrument ◽  
School Students ◽  
Science Outreach ◽  
Outreach Programs ◽  
Valid Assessment ◽  
Efficacy Research ◽  
Development And Validation ◽  
Primary Pupils

AbstractDespite the positive relationship between science self-efficacy and science motivation, and the prevalence of scientist-led outreach programs, there is limited research on the effect of scientists on children’s science self-efficacy beliefs. Furthermore, there is no extant science self-efficacy research on primary pupils in Ireland, possibly due to the absence of a suitable and valid assessment instrument. This multi-study research aimed to develop and validate a questionnaire suitable for investigating the effect of scientist-facilitated science outreach on the science self-efficacy of children aged 11-12 years old. In Study 1 the first version of the Irish Science Self-Efficacy Children’s Questionnaire (IS-SEC-Q) was developed and tested with 92 primary school students. In Study 2, the revised questionnaire was re-tested with 282 students. For both studies, construct validity was examined through factor analysis. Questionnaire interpretation and comprehension were investigated via interviews (N=4 and 25 respectively). In Study 2, convergent and criterion validity of the scales was also examined. The final IS-SEC-Q contained 5 scales (63 items), including an adaptation of Usher and Pajares ‘Sources of Self-Efficacy in Mathematics’ scale. Study 2 interviews indicated possible misinterpretations of the Emotional State subscale. The questionnaire demonstrated good psychometric properties and should serve well for informal science education practitioners endeavouring to assess their impact on primary children’s science self-efficacy.

Sign in / Sign up

Export Citation Format

Share Document