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Article: The study skills self-efficacy scale for use with Chinese students

TitleThe study skills self-efficacy scale for use with Chinese students
Authors
Issue Date2009
Citation
Journal of Applied Measurement, 2009, v. 10 n. 3, p. 266-280 How to Cite?
AbstractSilver, Smith and Greene (2001) examined the dimensionality of responses to the Study Skills Self-Efficacy Scale (SSSES) using exploratory principal factor analysis (PFA) and Rasch measurement techniques based on a sample of social science students from a community college in the United States. They found that responses defined three related dimensions. In the present study, Messick's (1995) conceptualization of validity was used to organize the exploration of the psychometric properties of data from a Chinese version of the SSSES. Evidence related to the content aspect of validity was obtained via item fit evaluation; the substantive aspect of validity was addressed by examining the functioning of the rating scales; the structural aspect of validity was explored with exploratory PFA and Rasch item fit statistics; and support for the generalizability aspect of validity was investigate via differential item functioning and internal consistency reliability estimates for both items and persons. The exploratory PFA and Rasch analysis of responses to the Chinese version of the SSSES were conducted with a sample of 494 Hong Kong high school students. Four factors emerged including Study Routines, Resource Use, Text-Based Critical Thinking, and Self-Modification. The fit of the data to the Rasch rating scale model for each dimension generally supported the unidimensionality of the four constructs. The ordered average measures and thresholds from the four Rasch analyses supported the continued use of the six-point response format. Item and person reliability were found to be adequate. Differential item functioning across gender and language taught in was minimal.
Persistent Identifierhttp://hdl.handle.net/10722/175481
ISSN
2015 SCImago Journal Rankings: 0.191
References

 

DC FieldValueLanguage
dc.contributor.authorYuen, Men_US
dc.contributor.authorSmith Jr, EVen_US
dc.contributor.authorDobria, Len_US
dc.contributor.authorFu, Q-
dc.date.accessioned2012-11-26T08:58:56Z-
dc.date.available2012-11-26T08:58:56Z-
dc.date.issued2009en_US
dc.identifier.citationJournal of Applied Measurement, 2009, v. 10 n. 3, p. 266-280en_US
dc.identifier.issn1529-7713en_US
dc.identifier.urihttp://hdl.handle.net/10722/175481-
dc.description.abstractSilver, Smith and Greene (2001) examined the dimensionality of responses to the Study Skills Self-Efficacy Scale (SSSES) using exploratory principal factor analysis (PFA) and Rasch measurement techniques based on a sample of social science students from a community college in the United States. They found that responses defined three related dimensions. In the present study, Messick's (1995) conceptualization of validity was used to organize the exploration of the psychometric properties of data from a Chinese version of the SSSES. Evidence related to the content aspect of validity was obtained via item fit evaluation; the substantive aspect of validity was addressed by examining the functioning of the rating scales; the structural aspect of validity was explored with exploratory PFA and Rasch item fit statistics; and support for the generalizability aspect of validity was investigate via differential item functioning and internal consistency reliability estimates for both items and persons. The exploratory PFA and Rasch analysis of responses to the Chinese version of the SSSES were conducted with a sample of 494 Hong Kong high school students. Four factors emerged including Study Routines, Resource Use, Text-Based Critical Thinking, and Self-Modification. The fit of the data to the Rasch rating scale model for each dimension generally supported the unidimensionality of the four constructs. The ordered average measures and thresholds from the four Rasch analyses supported the continued use of the six-point response format. Item and person reliability were found to be adequate. Differential item functioning across gender and language taught in was minimal.en_US
dc.languageengen_US
dc.relation.ispartofJournal of Applied Measurementen_US
dc.subject.meshAdolescenten_US
dc.subject.meshEducational Measurementen_US
dc.subject.meshFemaleen_US
dc.subject.meshHong Kongen_US
dc.subject.meshHumansen_US
dc.subject.meshLearningen_US
dc.subject.meshMaleen_US
dc.subject.meshPsychometricsen_US
dc.subject.meshSelf Efficacyen_US
dc.subject.meshStudentsen_US
dc.subject.meshYoung Adulten_US
dc.titleThe study skills self-efficacy scale for use with Chinese studentsen_US
dc.typeArticleen_US
dc.identifier.emailYuen, M: mtyuen@hku.hken_US
dc.identifier.authorityYuen, M=rp00984en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.pmid19671989-
dc.identifier.scopuseid_2-s2.0-77954677479en_US
dc.identifier.hkuros160392-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77954677479&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume10en_US
dc.identifier.issue3en_US
dc.identifier.spage266en_US
dc.identifier.epage280en_US
dc.identifier.scopusauthoridYuen, M=7102031935en_US
dc.identifier.scopusauthoridSmith Jr, EV=7408615334en_US
dc.identifier.scopusauthoridFu, Q=39862854700en_US
dc.customcontrol.immutablesml 140625-

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