Item response theory analysis of general self-efficacy scale for senior elementary school students in China

Abstract

Self-efficacy plays a crucial role in an individual’s success. This study investigated the psychometric properties of the Chinese version of the general self-efficacy scale (GSES-C) for senior elementary school students using item response theory. A total of 568 students—271 boys and 297 girls aged 10 to 14 years (M = 11.81, SD = .69)—were recruited from three elementary schools in East China. Exploratory factor analysis was used to detect dimensionality. A grade response model (GRM) was used to analyze item parameters, differential item functioning (DIF) regarding gender and grade variables, and item information. The results confirmed the unidimensionality and local independence of the scale. The test for model–data fit indicated that the GRM fit the data and that all items fit the model after adjusting for significance level. Furthermore, the test of DIF detected no significant DIF regarding gender or grade variables. Additionally, most items provided acceptable information, with the exceptions of items 2 and 3, which provided little item information for the survey across the entire scale. This study demonstrated that the GSES-C has acceptable psychometric properties and constitutes an excellent method for measuring general self-efficacy from very low to high levels; therefore, it can be used to measure the general self-efficacy of most senior elementary school students after the modification of some items.