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Psychometric data on the mathematics self-efficacy scale

Nielsen, Ingrid L. and Moore, Kathleen A. 2003, Psychometric data on the mathematics self-efficacy scale, Educational and psychological measurement, vol. 63, no. 1, pp. 128-138, doi: 10.1177/0013164402239321.

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Title Psychometric data on the mathematics self-efficacy scale
Author(s) Nielsen, Ingrid L.
Moore, Kathleen A.
Journal name Educational and psychological measurement
Volume number 63
Issue number 1
Start page 128
End page 138
Publisher Sage Publications, Inc.
Place of publication Thousand Oaks, Calif.
Publication date 2003-02
ISSN 0013-1644
1552-3888
Keyword(s) mathematics self-efficacy
factor structure
score validity
score reliability
Summary Descriptive measurement reliability and validity data are reported on scores from the Mathematics Self-Efficacy Scale (MSES) in two contexts—class and test—for a sample of 302 Australian high school students. Summated scores on the MSES correlated r = .74, and together these items yielded one component that explained 49% of the variance. MSES scores demonstrated internal reliability for both class and test (Cronbach alphas = .86 and .90). Statistically significant correlations between MSES scores, past mathematics grades, and Marsh’s Self-Description Questionnaire III (Math) were used to indicate the convergent validity of scores for the MSES. Discriminant validity of the MSES scores was suggested by the lack of significant correlations between the MSES measures and students’ desired English grades. Statistically significant correlations between MSES scores and students’ desired mathematics grades indicated concurrent validity of the MSES measures. A statistically significant difference between class and test scores supported Bandura’s prescription for context specificity in efficacy research.
Language eng
DOI 10.1177/0013164402239321
Field of Research 170110 Psychological Methodology, Design and Analysis
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2003, SAGE Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002221

Document type: Journal Article
Collection: School of Psychology
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