A Study Strategies Self-Efficacy Instrument for Use with Community College Students
Bibliographic Data
| ID | 20284151 |
|---|---|
| Authors | Bethany B Silver (Naugatuck Valley Community-Technical College), Everett V Smith (0000-0002-7795-4959, University of Illinois Chicago, corresponding author), Barbara A Greene (0000-0002-0255-167X, University of Oklahoma) |
| Year | 2001 |
| Volume | 61 |
| Issue | 5 |
| Pages | 849-865 |
| Publication date | 2001-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational and Psychological Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0013-1644 • E-ISSN: 1552-3888 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131640121971563 |
| OpenAlex | W1985600269 |
| Language | EN |
| Citations received | 2 |
| References cited | 20 |
Theories of self-efficacy and self-regulation were used to examine scores from an instrument that measures self-efficacy for using self-regulatory study strategies. The authors investigated the dimensionality of responses to the Study Skills Self-Efficacy Scale using exploratory factor analysis and Rasch measurement. They also investigated the utility of the Rasch measures in differentiating between groups of students who report being academically successful or at risk. The participants were 550 social science students at a midsized northeastern community-technical college. Results indicated that responses define three related dimensions and that measures were able to differentiate between students reporting to be academically successful or at risk. Additional items need to be developed to increase measurement precision along various portions of the self-efficacy dimensions
Developmental psychology · Exploratory factor analysis · Item response theory · Medical education · Psychometrics · Rasch model · Scale (ratio) · Self-efficacy · Applied Psychology · Clinical Psychology · Education, Achievement, and Giftedness · Medicine · Motivation and Self-Concept in Sports · Online and Blended Learning · Psychology · Social Psychology
Achievement goals in the classroom
Engagement in Academic Work
A social cognitive view of self-regulated academic learning.
Influences on Achievement
Students' goal orientations and cognitive engagement in classroom activities.
Role of self-efficacy and self-concept beliefs in mathematical problem solving
Reasons for Studying
Self-Efficacy and Academic Motivation
Motivational and self-regulated learning components of classroom academic performance.
A rating formulation for ordered response categories
Self-Motivation for Academic Attainment
Impact of Self-Regulatory Influences on Writing Course Attainment
Student differences in self-regulated learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |