Development of the Measure of Assessment Self-Efficacy (MASE) for Quizzes and Exams
Kaitlin Riegel, Tanya Evans and Jason M. Stephens
自我效能感是教育中的一个重要构念，因其与学业成就存在预测性关系。现有的评估相关自我效能感测量工具主要关注学生对特定内容任务的信念，但忽略了关于参加评估的信念。本研究旨在开发和测试评估自我效能感量表（MASE），该量表设计用于评估与评估相关的两种效能信念（即"理解与执行"和"情绪调节"）在两种情境下的表现（即低风险的在线测验和高风险的期末考试）。研究1（N = 301）的验证性因子分析结果支持了两种评估情境下假设的双因子测量模型。在研究2中，多组验证性因子分析（MGCFA）结果（N = 277）证实这些模型具有时间不变性，并为量表的效度提供了证据。研究3证明了考试相关的MASE在不同学生群体中具有不变性（Ns = 277; 329）。本文还讨论了所开发量表在教育研究中的潜在应用。
Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students' beliefs about content-specific tasks but omit beliefs around assessment-taking. This research aimed to develop and test the Measure of Assessment Self-Efficacy (MASE), designed to assess two types of efficacy beliefs related to assessment (i.e., 'comprehension and execution' and 'emotional regulation') in two sce...