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Development of a Mathematics Self-Efficacy Scale: A Rasch Validation Study

机译：发展数学自我效能度规模：Rasch验证研究

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The main objective of this study is to develop and validate a sources of mathematics self-efficacy (SMSE) scale to be used in a polytechnic adopting Problem Based Learning (PBL) as its main instructional strategy. Based on socio-constructivist learning approach, PBL emphasizes collaborative and self-directed learning. A non-experimental cross-sectional design using a questionnaire was employed in this study. The validation process was conducted over three phases. Phase 1 was the initial development stage to generate a pool of items in the questionnaire. In Phase 2, a pilot test was performed to obtain qualitative and quantitative feedback to refine the initial pool of items in the questionnaire. Finally, in Phase 3, the revised scale was administered to the main student cohort taking the mathematics module. The collected data from the questionnaire was subjected to empirical scrutiny, including exploratory factor analysis (EFA) and Rasch analysis.The participants for this study were first year polytechnic students taking a mathematics module. There were 29 participants taking part in Phase 2 of the study, comprising 12 (41%) females and 17 (59%) males. For Phase 3, there were 161 participants, comprising 91 (57%) males and 70 (43%) females. The EFA yielded athree-factor solution, comprising (a) personal experience; (b) vicarious experience; and (c) psychological states. The items in the SMSE scale demonstrated good internal consistency and reliability. The results from the Rasch rating scale analysis showed an acceptable item and person fit statistics. The final 23-item SMSE scale was found to be invariant across gender. Finally, the study showed that the SMSE scale is a psychometrically reliable and valid instrument to measure the sources of mathematics self-efficacy among students. PBL educators could use the results from the SMSE scale in the study to adopt appropriate interventions in curriculum design and delivery to boost self-efficacy of students and hence improve their mathematics achievement.
机译：本研究的主要目标是开发和验证数学自我效能（SMSE）规模的来源，以便在采用基于问题的学习（PBL）中作为其主要教学策略。基于社会建构主义学习方法，PBL强调了协作和自我导向的学习。本研究采用了使用问卷的非实验性横截面设计。验证过程进行了三个阶段。第1阶段是初始开发阶段，以在调查问卷中生成一揽子项目。在阶段2中，进行导频测试以获得定性和定量反馈，以优化问卷中的初始项目池。最后，在第3阶段，修订规模被管理到主要学生队列，以数学模块为主。来自调查问卷的收集数据受到经验审查，包括探索因子分析（EFA）和Rasch分析。这项研究的参与者是第一年的职业技术学生参加数学模块。有29名参与者参加了该研究第2阶段，包含12（41％）的女性和17名（59％）的男性。对于第3阶段，有161名参与者，包含91（57％）男性和70（43％）的女性。 EFA产生了Athrie-Factor解决方案，包括（a）个人经验; （b）替代的经历; （c）心理状态。 SMSE规模中的项目显示出良好的内部一致性和可靠性。 RASCH评级规模分析的结果显示了可接受的项目和人身统计数据。发现最终的23项SMSE规模在性别方面是不变的。最后，该研究表明，SMSE规模是一种精神度可靠和有效的工具，可以测量学生的数学自我效能的来源。 PBL教育者可以使用SMSE规模的结果，在研究中采用适当的干预课程设计和交付，以提高学生的自我效能，从而提高他们的数学成就。

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