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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Evolutionary Psychology

Background:

  • Epistemic trust (ET) is crucial for information processing and learning.
  • Leveraging ET can enhance student engagement and academic outcomes.
  • A validated measure is needed to assess ET specifically in teacher-student interactions.

Purpose of the Study:

  • To develop and validate the Epistemic Trust Towards Teacher (ETT) scale.
  • To examine the factor structure, reliability, and validity of the ETT scale.
  • To assess the unique role of ET in the educational context.

Main Methods:

  • Development and validation of a new self-report measure (ETT scale).
  • Confirmatory factor analysis (CFA) on data from 224 middle and high school students (ages 11-15).
  • Assessed construct validity through correlations with related psychological measures.

Main Results:

  • CFA supported a three-factor structure (Trust, Mistrust, Generalisation) with good model fit.
  • Reliability was acceptable to excellent across subscales (Cronbach's α = .75–.88).
  • The ETT scale demonstrated good discriminant validity and correlated as expected with measures of teacher-student relationships, alliance, immediacy, and motivation.

Conclusions:

  • The ETT scale is a psychometrically sound instrument for measuring epistemic trust in teachers.
  • The scale shows potential for use in educational psychology research and practice.
  • Further research should explore the ETT scale's utility across diverse populations and settings.