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The Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy Scales: Construct and Criterion Validity Revisited Using Rasch Models
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Nielsen, Tine – Cogent Education, 2020
Academic self-efficacy is mostly construed as specific; task-specific, course-specific or domain-specific. Previous research in the Danish university context has shown that the self-efficacy subscale in the Motivated Strategies for Leaning Questionnaire is not a single scale, but consists of two separate course- and activity-specific scales; the…
Descriptors: Academic Achievement, Self Efficacy, Test Wiseness, Construct Validity
Measuring Academic Learning and Exam Self-Efficacy at Admission to University and Its Relation to First-Year Attrition: An IRT-Based Multi-Program Validity Study
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Nielsen, Tine; Friderichsen, Ida Sophie; Hartkopf, Bjarke Tarpgaard – Frontline Learning Research, 2019
Self-efficacy is associated with both academic performance and attrition in higher education. Whether it is possible to measure students' academic self-efficacy after admission and prior to commencing higher education (i.e. pre-academic self-efficacy) in a valid and reliable way has hardly been studied. Aims: 1) to evaluate the construct validity…
Descriptors: Self Efficacy, Academic Achievement, Higher Education, College Admission