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The study skills self-efficacy scale for use with Chinese students
Mantak Yuen1, Everett V Smith, Lidia Dobria
1The University of Hong Kong, Pokfulam, Hong Kong, China. mtyuen@hkucc.hku.hk
Journal of Applied Measurement
|August 13, 2009
Summary
This study validated the Chinese Study Skills Self-Efficacy Scale (SSSES) using Rasch analysis and principal factor analysis. The scale demonstrated good reliability and validity, supporting its use for assessing student self-efficacy in Hong Kong.
Area of Science:
- Educational Psychology
- Psychometrics
Background:
- The Study Skills Self-Efficacy Scale (SSSES) was previously found to have three dimensions.
- Assessing the psychometric properties of translated instruments is crucial for cross-cultural research.
Purpose of the Study:
- To evaluate the psychometric properties of a Chinese version of the SSSES using Messick's validity framework.
- To organize the exploration of validity evidence, including content, substantive, structural, and generalizability aspects.
Main Methods:
- Exploratory principal factor analysis (PFA) and Rasch measurement techniques were applied.
- Data from 494 Hong Kong high school students were analyzed.
Main Results:
- Four factors emerged: Study Routines, Resource Use, Text-Based Critical Thinking, and Self-Modification.
- Rasch analysis supported the unidimensionality of these four factors.
- Adequate item and person reliability were found, with minimal differential item functioning.
Conclusions:
- The Chinese version of the SSSES is a psychometrically sound instrument for measuring study skills self-efficacy in Hong Kong high school students.
- The findings support the validity and reliability of the four identified dimensions.
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