Validity Evidence for the General Engineering Self-Efficacy and Engineering Skills Self-Efficacy Scales with Secondary Students
Validity Evidence for the General Engineering Self-Efficacy and Engineering Skills Self-Efficacy Scales with Secondary Students
复制标题
中学生通用工程自我效能感和工程技能自我效能感量表的有效性证据
DOI：
10.5703/1288284316863
复制
发表时间：
2018
影响因子：
1.7
通讯作者：
Andrew Jackson
中科院分区：
文献类型：
--
作者：
Andrew Jackson
自我效能感与学生成绩、动机和毅力有关。自我效能信念，对一个人完成任务的能力的信心，与任务选择有直观的联系——当我们知道我们会失败的时候，我们为什么要尝试呢？然而，自我效能感是特定领域的，需要位于该领域的测量工具。近年来，针对本科生开发了两种工程自我效能感量表，并提供了工程专业自我效能感对坚持和成就的效度证据。证据支持这些量表的有效性，对研究人员和从业者来说是有希望的。然而，自我效能感的影响在大学之前就开始了。需要进一步的可靠性和有效性证据来推荐在中等教育环境中使用这些与工程相关的量表。本分析考虑了通用工程自我效能量表和工程技能自我效能量表的信度和面效度、结构效度和标准效度证据，并对9年级的技术和工程专业学生进行了管理。将信度和效度证据与现有的量表效度证据进行对比。基于这些新的证据来源，我提出了在中学背景下使用这些量表的建议，扩展了这些量表在工程教育研究中的效用。
Self-efficacy has been related to student achievement, motivation and persistence. Self-efficacy beliefs, confidence in one’s capabilities to complete the task, are intuitively related to task choices—why would we attempt something when we know we will be unsuccessful? Yet, selfefficacy is domain specific and requires measurement instruments which are situated in the domain. Two scales for engineering self-efficacy have recently been developed for undergraduate students, with validity evidence relating self-efficacy responses to persistence and achievement in engineering. Evidence supports the validity of these scales and is promising for researchers and practitioners. However, the impact of self-efficacy begins much earlier than college. Further reliability and validity evidence are needed to recommend the use of these engineering-related scales in secondary education settings. This analysis considered reliability and face, structural, and criterion-related validity evidence of the General Engineering Self-Efficacy Scale and Engineering Skills Self-Efficacy Scale when administered with 9 grade technology and engineering students. Reliability and validity evidence is contrasted with existing evidence of scale validity. Based upon these new sources of evidence, I offer recommendations for using these scales in secondary contexts, extending the utility of these scales for engineering education research.
影响因子：
4
作者：
Dunn, Thomas J.;Baguley, Thom;Brunsden, Vivienne
通讯作者：
Brunsden, Vivienne