Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned.
Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned.
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DOI：
10.1007/s10972-013-9351-2
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发表时间：
2013
影响因子：
1.9
通讯作者：
Lichtenstein, Michael J
中科院分区：
文献类型：
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作者：
Pruski, Linda A;Blanco, Sharon L;Riggs, Rosemary A;Grimes, Kandi K;Fordtran, Chase W;Barbola, Gina M;Cornell, John E;Lichtenstein, Michael J
本文描述了科学教师自我效能教学与知识工具（SETAKIST-R）的学术沿袭和独立验证。使用部分信用Rasch模型对334名K-12科学教师的数据进行了分析。主成分分析显示，知识自我效能感和教学自我效能感存在两个潜在维度。项目拟合统计用于选择每个子量表的项目。人和项目分离（可靠性）指数相当低，我们注意到人-项目图上的无序反应模式揭示了两个子量表的项目内容和/或缩放问题。这些问题包括：口头否定、歧义修饰语、反直觉的尺度和“未决定/不确定”选项的存在。目前形式的SETAKIST-R不能作为科学教师自我效能的衡量标准。
Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.