ABSTRACT

The relevance of academic self-efficacy for educational outcomes is well documented. Pre-academic self-efficacy has hardly been studied, and only one study was found to include an assessment of the measurement invariance of the scale used. The aims were to validate the Pre-Academic Learning Self-Efficacy (PAL-SE) scale in a non-university higher education context, and assess the psychometric properties of the scale using Rasch measurement models, and to determine whether PAL-SE differs across groups of students admitted to multiple degree programs. Data consisted of 3757 students admitted to 22 different Academy Profession Degree programs in the Danish higher education context. The PAL-SE scale was found to have locally dependent items and to be affected by differential item functioning relative to age groups and degree programs. Reliability and targeting varied across degree programs. PAL-SE scores adjusted for differential item functioning differed across degree programs.

摘要

学术自我效能与教育成果的相关性已得到充分证明。几乎没有研究过学前自我效能，只有一项研究发现了对所用量表测量不变性的评估。目的是在非大学高等教育环境中验证学前学习自我效能感 (PAL-SE) 量表，并使用 Rasch 测量模型评估量表的心理测量特性，并确定 PAL-SE 是否存在差异被多个学位课程录取的学生群体。数据包括丹麦高等教育背景下 22 个不同学院专业学位课程录取的 3757 名学生。发现 PAL-SE 量表具有本地相关项目，并受到与年龄组和学位课程相关的不同项目功能的影响。可靠性和针对性因学位课程而异。针对不同项目功能调整的 PAL-SE 分数在学位课程中有所不同。