Abstract
Self-efficacy scales have been used widely across curriculum and demographic structures, while retaining their objectivity in a specific domain. This pilot study aimed to test the validity and reliability of adapted scales that incorporated four sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states), as well as science self-efficacy in the Malaysian context. A total of 109 students participated in this study. Data were analyzed through confirmatory factor analysis (CFA), by using the partial least square structural equation modelling (PLS-SEM) approach. The reliability criteria were determined through outer loading and composite reliability (CR). The assessment of convergent validity was performed using the average variance extracted (AVE), while the discriminant validity of this instrument was confirmed using the heterotrait–monotrait criterion (HTMT), along with the bootstrapping procedure. The CR values were at a satisfactory level, and two indicators were eliminated (PM3 and PMPR6) to improve the AVE values of the construct. All the values were assessed in the HTMT criterion, along with the confidence intervals in the range recommended to prove discriminant validity. The assessment of validity and reliability, through PLS-SEM, indicated that the scales used in this study are valid and statistically reliable.
Highlights
Self-efficacy is a dynamic construct and changes along with the learning process [1].A student who goes through a learning phase from childhood to adulthood does not necessarily maintain the same level of self-efficacy throughout the process
The reliability of the construct is determined by the value of outer loading and the value of composite reliability (CR)
The convergent validity is determined through the average variance extracted (AVE) value
Summary
Self-efficacy is a dynamic construct and changes along with the learning process [1]. A student who goes through a learning phase from childhood to adulthood does not necessarily maintain the same level of self-efficacy throughout the process. The level of a student’s self-efficacy may vary across different subjects. Some researchers state that self-efficacy assessments are more stable due to their objectivity, causing them to be unaffected by social comparisons and affective changes [2]. Argue that self-efficacy is a less stable construct and often results in various findings in terms of self-efficacious aspects, as compared to the other constructs, such as the self-concept in measuring the effect on a student’s achievements [3]
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