Students experiences at university prepare them for a future in which they are expected to engage in life-long learning. Self-efficacy theory suggests that a persons beliefs in their capacity to learn will influence their participation in learning. This paper describes development of a new scale to measure self-efficacy for learning (SEL) among university students, designed to be appropriate for both campus-based and online learning, and for administration in a battery of tests on student development. Undergraduate students (n = 265) in a business school in Milan and a department of psychology in Rome participated in the final study. Beginning with a random sample of 200 participants, item response theory and exploratory factor analysis with LISREL were used to identify a 10 item scale to measure SEL. The scales properties were confirmed in a second random sample of 200 participants, using confirmatory factor analysis in LISREL. Correlation with expected grades was, consistent with earlier studies, moderately small (.22), but statistically significant.
A scale for the measurement of self-efficacy for learning (SEL) at university
KLOBAS, JANE;RENZI, STEFANO;
2007
Abstract
Students experiences at university prepare them for a future in which they are expected to engage in life-long learning. Self-efficacy theory suggests that a persons beliefs in their capacity to learn will influence their participation in learning. This paper describes development of a new scale to measure self-efficacy for learning (SEL) among university students, designed to be appropriate for both campus-based and online learning, and for administration in a battery of tests on student development. Undergraduate students (n = 265) in a business school in Milan and a department of psychology in Rome participated in the final study. Beginning with a random sample of 200 participants, item response theory and exploratory factor analysis with LISREL were used to identify a 10 item scale to measure SEL. The scales properties were confirmed in a second random sample of 200 participants, using confirmatory factor analysis in LISREL. Correlation with expected grades was, consistent with earlier studies, moderately small (.22), but statistically significant.
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