Gender Fairness in Self-Efficacy? A Rasch-Based Validity Study of the General Academic Self-Efficacy Scale (GASE)

Nielsen, Tine; Dammeyer, Jesper; Vang, Maria Louison; Makransky, Guido

doi:10.1080/00313831.2017.1306796

Cited by 31 publications

(36 citation statements)

References 46 publications

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“…The Rasch Model is part of the family of Item Response Theory (IRT) psychometric models [52]. The Rasch model for ordered response categories [53] is a generalization of the original model for dichotomous items [44] and is displayed in Eq 1.…”

Section: Methodsmentioning

confidence: 99%

“…In summary, the items fitting a Rasch model exhibit the measurement properties of (1) unidimensionality: the items measure a single psychological trait (i.e. perceived stress); (2) monotonicity: endorsement of “higher” categories are an increasing function of the latent trait; (3) homogeneity: the item difficulty order is the same for all respondents; (4) local independence: items are conditionally independent given the latent trait; and (5) absence of differential item functioning: items are conditionally independent of exogenous variables given the latent trait [52, 58].…”

Section: Methodsmentioning

confidence: 99%

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Stress beyond coping? A Rasch analysis of the Perceived Stress Scale (PSS-14) in an Aboriginal population

et al. 2019

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The history of colonization contributed to Aboriginal and Torres Strait Islanders becoming one of the most disadvantaged groups in Australia. The multiple social inequalities, and therefore the constant insecurities for many about low income, poor living conditions, unemployment, and discrimination, generate chronic stress in this population. In the Baby Teeth Talk Study, an oral-health randomized controlled trial, the Perceived Stress Scale (PSS-14) was administered to 367 pregnant Aboriginal women at baseline. The aim of the present study was to evaluate the validity and reliability of the PSS-14 in an Aboriginal population. The study analysed: (a) model fit; (b) dimensionality; (c) local dependence; (d) differential item functioning; (e) threshold ordering and item fit; (f) targeting; (g) reliability; and (h) criterion validity. The dimensionality analysis indicated a two-factor structure, with negatively and positively worded items clustering together and 21.7% (95% Agresti-Coull C.I. [17.8%, 26.2%]) statistically significant t-tests between the persons’ estimates. After the creation of composite items, the revised Perceived Distress (χ 2 (21) = 11.74, p = 0.946) and Perceived Coping (χ 2 (28) = 17.63, p = 0.935) subscales fitted the Rasch model. Reliability was modest (PersonSeparationIndex distress = 0.72; PersonSeparationIndex coping = 0.76). The latent correlation between the Perceived Distress and Perceived Coping subscales was r = 0.14. It is hypothesized that the social inequalities experienced by the Aboriginal population are so pronounced that even Aboriginal pregnant women that perceived themselves as coping well with life challenges ended up endorsing items regarding high levels of stress. The present research showed that a revised PSS-14 is a culturally valid and modestly reliable psychological instrument to measure stress in a population of pregnant Aboriginal women in Australia.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Stress beyond coping? A Rasch analysis of the Perceived Stress Scale (PSS-14) in an Aboriginal population

et al. 2019

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“…First, our findings were based on self-reported measures, and we relied on students’ subjective report. Recent studies have suggested that males and females have different standards when self-reporting academic self-efficacy, and gender bias was observed in academic self-efficacy studies (e.g., Nielsen et al, 2018 ). Therefore, multimethod approaches, such as teachers’ report and parents’ report, are needed to provide more comprehensive results.…”

Section: Discussionmentioning

confidence: 99%

Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy

et al. 2020

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Recent studies have established associations between students' implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students' implicit theories and mathematics engagement. Applying the theoretical framework of implicit theory, we hypothesized that intrinsic value would be a possible mediating variable between students' implicit theories and academic engagement, and that students' academic self-efficacy would moderate the link between implicit theory and intrinsic value. A sample of 710 Chinese adolescent students self-reported their implicit theory, intrinsic value, and academic self-efficacy at Time 1, and engagement in math at Time 2, 12 months apart. After controlling for age and gender, the results revealed positive associations between students' implicit theories and their engagement in math, and intrinsic value partially mediated the relation between implicit theories and engagement in math. Moreover, students' academic self-efficacy moderated the link between implicit theory and intrinsic value. These findings contribute to the understanding of the impact of implicit theory on students' mathematics engagement. Limitations and implications for instructional practices are discussed.

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“…The self-efficacy scales Table A1. Self-efficacy (PAL-SE) and Pre-Academic Exam Self-efficacy (PAE-SE) scales adapted from Nielsen et al (2018) Items…”

Section: Appendixmentioning

confidence: 99%

“…While the General Self-Efficacy Scale (GSES;Schwartzer & Jerusalem, 1995), or adaptations of it, is probably the most commonly used in health related research, in educational research it is more common to construe self-efficacy as at least domainspecific; e.g. the General Academic Self-efficacy Scale (GASE; Nielsen et al, 2018) and the Physics Self-Efficacy Questionnaire (PSEQ: Lindstrøm & Sharma, 2011), both for the academic domain and both based on the GSE. In between the general and very specific instruments, are a range of sub-domain-, context-and course-specific self-efficacy instruments, e.g.…”

Section: Introductionmentioning

confidence: 99%

Measuring academic learning and exam self-efficacy at admission to university and its relation to first-year attrition

Nielsen

Friderichsen

Hartkopf³

2019

FLR

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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 and psychometric properties of two short scales to measure Pre-Academic Learning Self-Efficacy (PAL-SE) and Pre-Academic Exam Self-Efficacy (PAE-SE) using Rasch measurement models, 2) to investigate whether pre-academic self-efficacy was associated with half-year attrition across degree programs and institutions. Data consisted of 2686 Danish students admitted to nine different university degree programs across two institutions. Item analyses showed both scales to be essentially objective and construct valid, however, all items from the PAE-SE and two from the PAL-SE were locally dependent. Differential item functioning was found for the PAL-SE relative to degree programs. Reliability of the PAE-SE was .77, and varied for the PAL-SE from .79 to .86 across degree programs. Targeting was good only for the PAL-SE, thus we proceeded with the PAL-SE. PAL-SE was found to be associated with half-year attrition: A difference in PAL-SE from minimum to maximum was associated with a difference in half-year attrition of approximately 7%. This association was found both in the bivariate model and in the multivariate models with control of degree program, and with control of degree program and individual covariates such as earlier educational achievement and social background variables. Results thus also indicate that PAL-SE has a causal effect on half-year attrition.

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Gender Fairness in Self-Efficacy? A Rasch-Based Validity Study of the General Academic Self-Efficacy Scale (GASE)

Cited by 31 publications

References 46 publications

Stress beyond coping? A Rasch analysis of the Perceived Stress Scale (PSS-14) in an Aboriginal population

Stress beyond coping? A Rasch analysis of the Perceived Stress Scale (PSS-14) in an Aboriginal population

Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy

Measuring academic learning and exam self-efficacy at admission to university and its relation to first-year attrition

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