The development and validation of a multi-dimensional Job Interview Self-efficacy scale

2022 ◽  
Vol 184 ◽  
pp. 111221
Author(s):  
Gerardo Petruzziello ◽  
Rita Chiesa ◽  
Dina Guglielmi ◽  
Beatrice I.J.M. van der Heijden ◽  
Jeroen P. de Jong ◽  
...  
1997 ◽  
Vol 22 (5) ◽  
pp. 655-670 ◽  
Author(s):  
Sherrilyn M. Sklar ◽  
Helen M. Annis ◽  
Nigel E. Turner

Author(s):  
Eric Shepherd Martin

This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.


2020 ◽  
Author(s):  
Sarah Carroll ◽  
Jerome Sheahan ◽  
Veronica McCauley ◽  
Muriel Grenon

AbstractDespite the positive relationship between science self-efficacy and science motivation, and the prevalence of scientist-led outreach programs, there is limited research on the effect of scientists on children’s science self-efficacy beliefs. Furthermore, there is no extant science self-efficacy research on primary pupils in Ireland, possibly due to the absence of a suitable and valid assessment instrument. This multi-study research aimed to develop and validate a questionnaire suitable for investigating the effect of scientist-facilitated science outreach on the science self-efficacy of children aged 11-12 years old. In Study 1 the first version of the Irish Science Self-Efficacy Children’s Questionnaire (IS-SEC-Q) was developed and tested with 92 primary school students. In Study 2, the revised questionnaire was re-tested with 282 students. For both studies, construct validity was examined through factor analysis. Questionnaire interpretation and comprehension were investigated via interviews (N=4 and 25 respectively). In Study 2, convergent and criterion validity of the scales was also examined. The final IS-SEC-Q contained 5 scales (63 items), including an adaptation of Usher and Pajares ‘Sources of Self-Efficacy in Mathematics’ scale. Study 2 interviews indicated possible misinterpretations of the Emotional State subscale. The questionnaire demonstrated good psychometric properties and should serve well for informal science education practitioners endeavouring to assess their impact on primary children’s science self-efficacy.


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