The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education

M. van Dinther, Filip Dochy, M.S.R. Segers, J. Baeken

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Scopus)

Abstract

This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy construct and the bi-factor model as underlying structure, reflecting a teacher competence framework. Factor loadings of the bifactor model evidenced the theoretical assumption that incipient student teachers enter the programme with a global undifferentiated sense of teacher self-efficacy, having teaching experiences a further differentiation takes place to a partly differentiated sense of teacher self-efficacy. Logistic regression analysis revealed that the measure succeeds in predicting students’ first-year outcomes and delivered evidence for the diagnostic value of the scale.
Original languageEnglish
Pages (from-to)169-179
Number of pages11
JournalStudies in Educational Evaluation
Volume39
Issue number3
DOIs
Publication statusPublished - Sep 2013

Keywords

  • Student evaluation
  • Student teacher self-efficacy measure
  • Competence-based education
  • Evaluation methods
  • BELIEFS
  • SENSE
  • FRAMEWORK
  • BIFACTOR

Cite this