Exploratory Analysis of the Structure of Scores from the Multidimensional Scales of Perceived Self-Efficacy

Choi, Namok; Fuqua, Dale R.; Griffin, Bryan W.

doi:10.1177/00131640121971338

Cited by 71 publications

(57 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To further interrogate the number of permissible factors, parallel analysis (Horn, 1965) was performed which also yielded four factors with eigenvalues greater than the corresponding criterion values for a randomly generated data matrix of comparable size (Choi, Fuqua, & Griffin, 2001;Horn, 1965), thus further supporting the appropriateness of a four-factor solution, as shown in Table 5.…”

Section: Results Of Exploratory Factor Analysismentioning

confidence: 85%

Developing a measure for student perspectives on institutional effectiveness in higher education

Ayuk

Jacobs²

2018

SA j. ind. psychol.

View full text Add to dashboard Cite

Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

show abstract

Section: Results Of Exploratory Factor Analysismentioning

confidence: 85%

Developing a measure for student perspectives on institutional effectiveness in higher education

Ayuk

Jacobs²

2018

SA j. ind. psychol.

View full text Add to dashboard Cite

show abstract

“…Factor extraction was also used to determine the factors that have highest effect among the items using principal component analysis. Kaiser's criterion or eigenvalue rule (eigenvalue of 1 or more are retained) and parallel analysis (Choi et al, 2001;Stober 1998) are used in order to identify correct components to retain. Factors are rotated in order to get the pattern of loadings for easy interpretation using oblique approach (direct oblimin).…”

Section: Methodsmentioning

confidence: 99%

Information and Communication Technology Innovation for Construction Site Management

Dzuraidah¹

2012

American Journal of Applied Sciences

View full text Add to dashboard Cite

Problem statement:The industrialization of the world from whole to site as a result of technological innovation made many industries adopting Information and Communication Technology (ICT) for processing of all their activities from inception to completion, especially in the developed nations. But, the developing nations appear to make sluggish progress towards ICT adoption due to apprehensiveness that their fraudulent activities can easily be traced. Approach: The purpose of this study was to evaluate the contractor's perception toward ICT innovation acceptance for construction site management and the effectiveness of the innovation. A 519 questionnaire survey was employed for the data collection, while SPSS version 17.0 was used for the descriptive statistic and factorial analysis of the data. Results: The findings show ICT innovation was effective for site management but there were positive and negative factors that affect the ICT innovation based on the contractors view. Conclusion: By evaluating the ICT innovation, empirical evidence has been provided for the 'wait and see contractors' to adopt ICT in construction site management and by making adequate provisions against the negative factors.

show abstract

“…Após a utilização dessa escala em outros estudos, inclusive transculturais (Zimmermam, Bandura, & Martinez-Pons, 1992;Choi, Fuqua, & Griffin, 2001;Pastorelli et al, 2001), tal escala foi adaptada e passou a ser identificada como Children's SelfEfficacy Scale -CSFS (Bandura, 2006), sendo raros os estudos que descrevem a estrutura dos itens e as qualidades psicométricas das duas versões dessa escala (Choi et al, 2001). A CSFS (Bandura, 2006) é composta por 55 itens, em formato Likert de 0 (não sou confiante) a 100 (altamente confiante) pontos, distribuídos nas mesmas nove subescalas: autoeficácia para conseguir suporte social, autoeficácia para desempenho acadêmico, autoeficácia para aprendizagem autorregulada, autoeficácia para atividades extracurriculares e de lazer, autoeficácia regulatória, autoeficácia para atender às expectativas dos outros, autoeficácia social, autoeficácia assertiva e autoeficácia para conseguir suporte parental e comunitário.…”

Section: Autoeficácia Acadêmica: O Construto E Sua Avaliaçãounclassified

Escala de Autoeficácia Acadêmica para o Ensino Médio: Busca de Evidências Psicométricas

Polydoro

Guerreiro‐Casanova

2015

Estud. Interdiscip. Psicol.

View full text Add to dashboard Cite

ResumoEste artigo objetiva apresentar uma adaptação e a busca de evidências psicométricas de uma escala de autoeficácia acadêmica a ser utilizada com estudantes do ensino médio. Participaram 453 estudantes, com idade média de 15,93 (DP 1,2) anos, distribuídos entre as três séries do ensino médio. A escala adaptada, denominada Escala de Autoeficácia Acadêmica para o Ensino Médio, é composta por 16 itens e está organizada em três fatores: autoeficácia para aprender, autoeficácia para atuar na vida escolar e autoeficácia para decisão de carreira. Por meio de análise fatorial exploratória foi verificado KMO = 0,90 e 56,57% da variância explicada. A consistência interna verificada foi 0,88. Essa escala demonstrou boas condições para identificar a autoeficácia acadêmica dos estudantes do ensino médio. Palavras-chave: autoeficácia; estudantes; ensino médio; motivação. ACADEMIC SELF-EFFICACY FOR HIGH SCHOOL SCALE: SEARCH FOR PSYCHOMETRICS EVIDENCE AbstractThis article aims to present the adaptation and the search for psychometrics evidence of an academic self-efficacy scale. High school students (N = 453) participated of the research (mean age 15.93; SD 1.2). The Academic Self-efficacy Scale for High School is an adapted scale composed of 16 items and organized into three factors: selfefficacy for learning, self-efficacy to act in school life, and self-efficacy for the career decision. Through exploratory factor analysis, a KMO = 0.90 was verified, and 56.57% of the variance was explained. The internal consistency was 0.88. The scale demonstrated good conditions to identify academic self-efficacy of high school students. Keywords: self-efficacy; students; high school; motivation. ESCALA DE AUTO-EFICACIA ACADÉMICA PARA SECUNDARIA: BÚSQUEDA DE PRUEBAS PSICOMÉTRICAS ResumenEste artículo presenta una adaptación y la búsqueda de pruebas psicométricas de una escala de auto-eficacia académica para su uso con estudiantes de secundaria. 453 estudiantes participaron, con una edad media de 15,93 (SD 1,2) años, repartidos entre los tres grados de la escuela secundaria. La escala adaptada, llamado escala Autoeficacia Académica para la Escuela Secundaria, consta de 16 artículos y está organizada en tres factores: la auto-eficacia para el aprendizaje, auto-eficacia para actuar en la vida escolar y la auto-eficacia para la toma carrera. A través del análisis factorial exploratorio se verificó KMO = 0,90 y 56,57% de la varianza explicada. La consistencia interna se comprobó 0,88. Esta escala demuestra buenas condiciones para identificar la auto-eficacia académica de los estudiantes de secundaria.

show abstract

Exploratory Analysis of the Structure of Scores from the Multidimensional Scales of Perceived Self-Efficacy

Cited by 71 publications

References 20 publications

Developing a measure for student perspectives on institutional effectiveness in higher education

Developing a measure for student perspectives on institutional effectiveness in higher education

Information and Communication Technology Innovation for Construction Site Management

Escala de Autoeficácia Acadêmica para o Ensino Médio: Busca de Evidências Psicométricas

Contact Info

Product

Resources

About