Building a Self-Confidence Scale According to the Item Response Theory for High School Students in Jordan

Hani Alkhaldi,Malek Alkhutaba,Mohammad Al-Dlalah

doi:10.5539/mas.v15n3p17

Abstract

This study aimed to build self-confidence for high school students in Al-Mafraq Governorate in Jordan following the Item Response Theory (IRT). The scale included its initial version (50) items. To ensure the external validity of the scale, it was reviewed by several experts. According to the experts&rsquo; feedback, some items should be deleted or modified. The final version of the scale included (44) items. The scale was further applied to an experimental sample of (310) male and female students to verify psychometricians&rsquo; characteristics. Finally, the scale was administered to a sample of (1060) male and female high school students in Al-Mafraq Governorate. Data were collected, coded, and analyzed using statistical programs (SPSS and WINSTEPS). The most important results were the following: the self-confidence measure was one-dimensional, which means it measures only a single dimension. The results further revealed identical to the partial estimation model, and the index of average matching of individuals and the external and internal items approached zero, and the standard deviation approached the correct one. The estimated values of the distinct thresholds for the scale items showed a clear discriminatory ability and the emergence of particular threshold scores on the scale. After deleting the paragraphs that did not fit the study&#39;s model, the scale&#39;s final version included 39 items. The results also showed that the transfer values of logistical capacity units were within (-2.88 -2.77), within the IRT&#39;s accepted range.

Highlights

The developed and developing countries of the world pay great attention to the education process in all stages
The researchers in this study adopted the modern theory of measurement (Item Response Theory) to construct the scale of self-confidence
The results showed indications that a very large proportion of individuals matched the model that was used in the study to estimate the parameters of the differential thresholds, as 93% of the study individuals matched the model used in the study, which is an excellent percentage compared with the number of the study sample (1060) students, as well as matching most of the scale items through the internal and external congruence

Summary

Introduction

The developed and developing countries of the world pay great attention to the education process in all stages As they progress, the development and prosperity of any society in various fields of life depends to a large extent on education and scientific research; the educational process helps in developing people and exploding their scientific capabilities, building their personality, and making them capable of confronting problems and solving them scientifically. A self-confident person is aware of his abilities and potentials for life and study because he knows himself, indicating his compatibility and good mental health (Al-Badrani, 1986). Some other studies (e.g., Gesit & Hamrick, 1983; Al-Anzi, 2001) have found a positive relationship between self-confidence and good mental health. In addition to Abu Allam (1978), who designated that low self-confidence is one of the most serious problems that high school students suffer from

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Conclusion