Literaturnachweis - Detailanzeige
| Autor/in | Bong, Mimi |
|---|---|
| Titel | Evaluation of Course-Specific Self-Efficacy Assessment Methods. |
| Quelle | (2001), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beliefs; Evaluation Methods; Foreign Countries; Middle School Students; Middle Schools; Multitrait Multimethod Techniques; Self Efficacy; Structural Equation Models; Student Attitudes; Student Motivation; South Korea (Seoul) |
| Abstract | A study was conducted to compare three methods of assessing course-level self-efficacy beliefs within a multitrait multimethod (MTMM) framework. The methods involved: (1) successfully performing a number of domain-related tasks; (2) obtaining specific letter grades in the course; and (3) successfully performing generic academic tasks in the context of a particular domain. With confirmatory and higher-order confirmatory factor analyses, the MTMM approach allowed examining the equivalence of self-efficacy responses from different assessment methods (i.e., convergent validity) and the distinctiveness of self-efficacy beliefs in different academic domains (i.e., discriminant validity). Relations of the three self-efficacy measures to other course-specific motivation and performance indicators were examined with structural equation modeling. Participants were 512 middle school students in Korea. Results suggest that different self-referent thoughts were called forth depending on whether the course-specific self-efficacy items specified different aspects or levels in the expected domain performance. When they did, self-efficacy so measured demonstrated stronger relations with more cognitive, rather than affective, indicators of motivation. These relations should be studied in more detail when achievement indexes become available. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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