Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET).
Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET).
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DOI：
10.1016/j.rasd.2013.06.006
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发表时间：
2013-09
影响因子：
2.5
通讯作者：
Usher EL
中科院分区：
文献类型：
--
作者：
Ruble LA;Toland MD;Birdwhistell JL;McGrew JH;Usher EL
本研究的目的是评估一种新的测量方法，即自闭症教师自我效能感量表 (ASSET)，其维度、内部一致性和构建效度来自自闭症学生的特殊教育教师样本 (N = 44)。结果表明，所有项目都反映一个主导因素，教师对项目的反应在样本内内部一致，与 100 分制相比，6 分制反应量表就足够了。研究发现，资产评估分数与教师压力的两个子量表衡量指标（即自我怀疑/支持需求和教学过程中断）的分数呈负相关，但与教师倦怠分数不相关。 ASSET 是一个很有前途的工具，需要用更大的样本进行复制。
The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.
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DOI：
10.1016/0005-7916(95)00034-w
发表时间：
1995-09-01
影响因子：
1.8
作者：
BANDURA, A
通讯作者：
BANDURA, A
影响因子：
4
作者：
CARLSON, BC;THOMPSON, JA
通讯作者：
THOMPSON, JA
DOI：
10.1177/10634266020100020201
发表时间：
2002-06-01
影响因子：
1.9
作者：
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通讯作者：
Goring, J
影响因子：
3.2
作者：
Kokkinos, Constantinos M.;Davazoglou, Aggeliki M.
通讯作者：
Davazoglou, Aggeliki M.
影响因子：
4.9
作者：
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通讯作者：
Chiu, Ming Ming