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|Other Titles:||Construction of Adolescent Multi-Domain Self-Efficacy Scale in Taiwan|
Department of Educational Psychology, NTNU
|Abstract:||本研究依據Bandura 對於「自我效能」定義，並從特定領域暸解個體的自我效能主張，進行編製適合國高中(職)學生使用的自我效能量表。本研究以326 人的樣本實施量表的預試。經由項目分析與探索性因素分析程序，確定四個分量表(學業表現、人際關係、生涯發展、和體能表現) ，每個分量表各有9 個題目，合計36 題。本研究根據正式量表，採分層立意取樣，考量受試所屬學校地區和學校類型這兩個特性，進行大規模取樣，有效樣本數為1849人。根據正式施測所得資料進行性別與學校類型和地區這兩組變項的自我效能各分量表得分差異的變異數分析，結果發現:性別和學校類型這兩個變項在自我效能分量表得分差異的主要效果均達顯著。另外，東部地區女生在學業表現和人際關係效能上的得分均高於男生。本研究根據這樣的發現，分別建立相關的百分等級常模。本研究以驗證性因素分析方法進行正式量表的信效度考驗，結果顯示:本量表具有量好的建構效度和建構信度。|
The purpose of this study was to develop an instrument for measuring adolescents' multi-domain self efficacy. An attempt was made to establish the norm of the Adolescent Multi-Domain Self-Efficacy Scale which can be used as a reference index for identifying potentially maladaptive adolescents in Taiwan. According to Bandura' s approach to self- efficacy measurement, a reasonable self-efficacy measurement should be about a specific activity field. A 60-item draft scale was developed for the preliminary study of validity and reliability. A 4-point Likert-type scale was adopted to measure participants' self-efficacy. A sample of 326 junior and senior high school students was used for the preliminary study. Through exploratory factor analysis and item analysis, four factors were derived from the final 36-item measure of self-efficacy (academic efficacy, career development efficacy, interpersonal efficacy, and physical efficacy). Confirmatory factor analysis was adopted to examine the construct validity and reliability of the final 36-item scale. Results indicated that the scale' s construct validity and reliability are acceptable. For the pu叩ose of establishing the norm of adolescents' multi-domain self-efficacy scale in Taiwan, a stratified sampling method was adopted Two factors were taken into account: region (Northern, Central, Southern, and Eastern districts of Taiwan) and school type (junior high school, senior high general school and senior high vocational school). The norm was established using a sample of 1849 students. Statistical properties of the scale are presented.
|Appears in Collections:||教育心理學報|
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