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Test-retest reliability of the Self-Efficacy in School Settings (SESS) scale.

机译：学校环境中自我效能感（SESS）量表的重测信度。

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摘要

Self-efficacy can effect one's performance as a practicing occupational therapist in a school-based setting. The purpose of this study was to measure the test-retest reliability of the Self-Efficacy in School Settings (SESS) scale and to compare the level of self-efficacy of students who completed a level I pediatric fieldwork versus those students who did not. This scale was developed by Mary B. Harris and Sidney T. Alley (2000) to assess how competent one feels to practice occupational therapy in a school-based setting. This study represents the process of standardizing the SESS scale.; The participants of this study consisted of 109 occupational therapy students. The SESS scale was administered twice with a two-week interval to the occupational therapy students. The results were compared from the first administration to the second and the results of the first administration were used to compare the scores of the students who completed a pediatric fieldwork experience and those students who did not.; A Pearson product moment correlation was used to calculate the test-retest reliability coefficient. A T-test was used to compare the scores of those students who completed a pediatric fieldwork and those who did not. The results of this study indicate that the test-retest reliability coefficient is .65 and those students who completed a pediatric level I fieldwork scored significantly higher than those who did not.; The authors of this study conclude from the findings that the SESS scale should be used with caution when determining the level of one's self-efficacy over time, that it is difficult to measure one's self-efficacy, and that fieldwork plays an important role in a student's academic stage of professional development. Additionally, revisions to the scale should be made to include additional areas that pertain to the school-based setting.
机译：自我效能感会影响一个人在学校环境中作为职业治疗师的表现。这项研究的目的是测量学校环境中自我效能感（SESS）量表的重测信度，并比较完成I级小儿野外作业的学生和未完成I级儿科野外作业的学生的自我效能水平。这个量表是由Mary B. Harris和Sidney T. Alley（2000）开发的，用于评估在学校环境中进行职业治疗的感觉如何。这项研究代表了标准化SESS量表的过程。这项研究的参与者包括109名职业治疗专业的学生。 SESS量表以两次为期两周的间隔向职业治疗学生进行了两次给药。将第一次给药与第二次给药的结果进行比较，并且将第一次给药的结果用于比较完成小儿野外工作经验的学生和未完成儿科野外工作的学生的分数。皮尔逊积矩相关性用于计算重测信度系数。使用T检验比较完成小儿田野调查的学生和未完成小儿田野调查的学生的分数。这项研究的结果表明，重测信度系数为0.65，那些完成了小儿I级田野调查的学生的得分明显高于未完成该研究的学生。这项研究的作者从这些发现中得出结论，在确定一个人的自我效能水平随时间变化时，应谨慎使用SESS量表，很难衡量一个人的自我效能，并且实地调查在一个人中起着重要的作用。学生的专业发展的学术阶段。此外，应该对量表进行修订，以包括与学校环境有关的其他领域。

著录项

  • 作者

    Bobker, Layella.;

  • 作者单位

    Touro College.;

  • 授予单位 Touro College.;
  • 学科 Health Sciences Rehabilitation and Therapy.; Education General.
  • 学位 M.S.
  • 年度 2001
  • 页码 59 p.
  • 总页数 59
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 康复医学;
  • 关键词

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