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1.
There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.  相似文献   

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3.
Promoting self‐determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self‐regulation strategies on the perceived importance and frequency of teaching self‐determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self‐regulation instruction. Teaching experience and classroom setting predicted the use of self‐regulation strategies, but primary assignment, school setting, and student disability did not. Self‐regulation instruction predicted the frequency of teaching self‐determination, but neither it nor classroom setting predicted the perceived importance of teaching self‐determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.  相似文献   

4.
The factor structure of five self‐concept scales from a hierarchical, multidimensional theoretical model was investigated. The Coopersmith Self‐Esteem Inventory, Multidimensional Self Concept Scale, Piers‐Harris Self‐Concept Scale, Self‐Esteem Index, and the Tennessee Self‐Concept Scale were administered to 221 students in Grades 5 through 8 in a counter‐balanced administration format. The five scales each yielded strong general factors and six dominant factors that coincide with the proposed theoretical model, which reflects social, affect, competence, academic, family, and physical self‐concepts. © 2000 John Wiley & Sons, Inc.  相似文献   

5.
Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self‐regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self‐efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between SRL and academic self‐efficacy. Self‐regulated learning played its strongest mediating role between belonging and mastery and for low‐efficacy students specifically.  相似文献   

6.
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed.  相似文献   

7.
ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.  相似文献   

8.
This study aimed to adapt the Resilience Youth Development Module (RYDM) and assess its psychometric properties in terms of internal consistency and convergent validity in Greek elementary students. Participants (N = 346) completed a battery of self‐report questionnaires, including the RYDM, School Connectedness Scale, and Strengths and Difficulties Questionnaire. Cronbach's alpha coefficients indicated that the reliability of the RYDM is satisfactory. The confirmatory factor analysis results demonstrated that the proposed structure, which derived from the explorative principal component analyses of the RYDM's internal and external assets, adequately fit the current data. Moreover, the canonical functions derived from the canonical correlation analysis provided evidence for the convergent validity of the RYDM. In conclusion, the RYDM is a psychometrically sound measure, and it can be applied to assess internal and external resilience assets in Greek school‐aged children.  相似文献   

9.
This brief report details a study of the construct validity of the Internalizing Symptoms Scale for Children (ISSC) in comparison with the Child Self‐Report Form of the Behavioral Assessment System for Children (BASC). Using self‐reports of 121 students ages 8–12 from general education classes, who were administered both measures, correlational data were obtained between the scores of the two instruments. ISSC factor and total scores were found to have weak associations with the BASC School Adjustment Scales, and negatively associations with the BASC personal adjustment scales, providing discriminant evidence of the construct validity of the ISSC. Moderate to strong correlations were found between ISSC scores and the BASC Clinical Maladjustment, Other Problems, and Emotional Symptoms Index scores, evidencing convergent construct validity between the two measures. These results support the validity and clinical use of the ISSC as a measure of internalizing symptoms and emotional problems. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 139–144, 2003.  相似文献   

10.
This study presents the reliability and validity of the Teacher Evaluation Experience Scale–Teacher Form (TEES-T), a multidimensional measure of educators' attitudes and beliefs about teacher evaluation. Confirmatory factor analyses of data from 583 teachers were conducted on the TEES-T hypothesized five-factor model, as well as on alternative models. The five- and four-factor model yielded acceptable fit to the data. Information-theory-based indices of relative fit (i.e., AIC0, BCC0, and BIC0) indicated that the TEES-T four-factor model yielded superior fit to either the five-factor or one-factor models. The TEES-T evidenced good internal consistency, freedom from item bias, and convergent validity with the Collective Efficacy Scale. Implications are discussed.  相似文献   

11.
The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self‐Worth) of self‐concept in Arab American adolescents in relation to their school experiences, including discrimination, self‐perceived teacher social support, and self‐perceived classmate social support. Half of the sample either experienced some form of discrimination or knew someone who had. An experience of discrimination was significantly related to students' Scholastic Competence. Self‐perceived classmate support was significantly related to all domains of self‐concept; however, self‐perceived teacher support was not significantly related to any of the self‐concept domains. Implications of these results are discussed, as well as strategies for how to provide positive relationships for Arab American students and their families.  相似文献   

12.
Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.  相似文献   

13.
Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools.  相似文献   

14.
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007  相似文献   

15.
Research in the field of intellectual disability suggests that promotion of self‐determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self‐determined action in students with and without intellectual disability. The Spanish pilot versions of the Self‐Determination Inventory and the AIR Self‐Determination Scale were administered to 114 youth with and without intellectual disability. Personal and environmental variables were treated as predictor variables for analytic purposes. The results indicate the relevance of environmental variables in predicting both self‐reported capacity for self‐determination and the essential characteristics of self‐determined action. Particularly, age and opportunities at school and at home to engage in self‐determined action played a significant role. The practical implications of these findings and suggestions for future research are discussed.  相似文献   

16.
Drawing from theory and research into social comparison processes, the present study sought to determine children's motives for comparison in addition to the coexistence of class and individual comparisons in school physical education. The main and interactive effects of these types of comparisons were examined in relation to pupils’ physical self‐concept, as well as self‐reported behavioral engagement and disaffection in class. In total, 545 children (Mage = 13.89 years, SD = 1.57 years) from two schools in England completed the questionnaire. Moderated hierarchical regression analysis demonstrated that the higher a child's perception of his or her ability was compared with his or her classmates, the greater the level of engagement and physical self‐concept and the lower the level of disaffection. Interaction analysis showed that when perceived ability with reference to the class was low, a downward comparison with an individual enhanced engagement, but this was not the case when perceived ability was high. Findings suggest that further research into social comparison processes in this setting is warranted.  相似文献   

17.
Because of increased stress conditions in college students, updated psychometrics of the Perceived Stress Scale, 10‐item version (PSS‐10; S. Cohen & G. Williamson, 1988) are necessary. Participants were 281 undergraduates at 3 public universities. An exploratory factor analysis revealed a 2‐factor structure measuring Perceived Helplessness and Perceived Self‐Efficacy. Normative results, internal consistencies, and construct validity were supported. The current findings reveal that the PSS‐10 is a reliable and valid instrument for assessment of perceived stress in college students.  相似文献   

18.
The Classroom Appraisal of Resources and Demands (CARD) was designed to evaluate teacher stress based on subjective evaluations of classroom demands and resources. However, the CARD has been mostly utilized in western countries. The aim of the current study was to provide aspects of the validity of responses to a Chinese version of the CARD that considers Chinese teachers’ unique vocational conditions in the classroom. A sample of 580 Chinese elementary school teachers (510 female teachers and 70 male teachers) were asked to respond to the Chinese version of the CARD. Confirmatory factor analyses showed that the data fit the theoretical model very well (e.g., CFI: .982; NFI: .977; GFI: .968; SRMR: .028; RMSEA: .075; where CFI is comparative fit index, NFI is normed fit index, GFI is goodness of fit, SRMR is standardized root mean square residual, RMSEA is root mean square error of approximation), thus providing evidence of construct validity. Latent constructs of the Chinese version of the CARD were also found to be significantly associated with other measures that are related to teacher stress such as self‐efficacy, job satisfaction, personal habits to deal with stress, and intention to leave their current job.  相似文献   

19.
The Stanford–Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell–Horn–Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five‐factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five‐factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high‐functioning students. Participants included 201 high‐functioning, third‐grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four‐factor, post‐hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high‐achieving children. Directions for future research are also discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

20.
Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.  相似文献   

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