Steven V. Owen

Development and Validation of the Computer Self-Efficacy Scale

A 32-item Computer Self-Efficacy Scale (CSE) was developed to measure perceptions of capability regarding specific computer-related knowledge and skills. Data from 414 individuals engaged in learning to use computers in three settings were used to conduct analyses for assessing the reliability and construct validity of the instrument. A principal factor analysis with oblique rotation produced a conceptually meaningful 3-factor solution with high alpha reliabilities. An additional analysis suggested that the males and females in this study differed in judgments of their computer capability.

A measure of self-care self-efficacy

Strategies Used by People to Promote Health (SUPPH), a 29-item self-report, is a measure of self-care self-efficacy. Items for the SUPPH were empirically generated, validated by an expert panel, and tested (N = 275) for psychometric properties, factor composition, and convergent and discriminant evidence with existing scales. Good initial psychometric properties were found for the SUPPH and four factors emerged: coping, stress reduction, making decisions, and enjoying life. These factors are consistent with the underlying self-efficacy theory upon which the scale is based.

High Ability/Learning Disabled Students: How Are They Different?

The purpose of the research was to investigate what characteristics distinguish High Ability/LD students from learning disabled students with average cognitive ability and from high ability students. One hundred-twelve high ability or learning disabled students in grades four through six participated in the study: High Ability, High Ability/LD, and LD/Average. A variety of instruments was used to assess and compare cognitive and motivational patterns in the three groups. Discriminant analyses indicated that the three groups are distinguishable. As might be expected, the greatest group difference existed between high ability nondisabled students and both learning disabled populations. A second discriminant function provided information about differences between the two learning disabled populations.

Self-Efficacy in University Faculty.

Abstract This study tested a causal model of academic self-efficacy in faculty at a large New England research university, focusing specifically on gender as one of 12 antecedent variables. Academic self-efficacy was defined as an estimate of confidence in ones ability to perform various tasks classified as research, service, and teaching in a university setting. The variables were drawn from Banduras theory of self-efficacy and from characteristics of the university work setting. Data was obtained by mail response to a researcher-designed instrument: the Measure of Self-Efficacy in Academic Tasks (MSEAT). The findings show that being female contributed to feeling less efficacious about research tasks indirectly through the mediating influence of intervening variables. Feeling nourished and rewarded by a department and being male contributed to service self-efficacy. Teaching self-efficacy was not explained by the causal model. The implications of these findings are discussed in terms of campus socializing interventions, departmental research climate, and university incentives for female faculty.

The gender role journey measure: Scale development and psychometric evaluation

The Gender Role Journey concept was developed to help women and men explore their gender role changes and transitions. A 34-item Gender Role Journey Measure (GRJM) was conceptualized and developed through empirical methods. The construct validity of the five phases of the gender role journey is assessed. The GRJM and the Personal Attributes Questionnaire (PAQ) were given to a sample of women and men (N=878). The sample was predominantly Caucasian from a mixed ethnic background. Principle factor analysis indicated three meaningful factors: Acceptance of Traditional Gender Roles; Gender Role Ambivalence, Confusion, Anger, and Fear; and Personal-Professional Activism. Moderately high test-retest and internal consistency reliabilities were found for each of the factors. Gender differences and gender by PAQ interactions were found for all three of the factors of the GRJM. Implications for future research, teaching, and workshops are suggested.

Talent beyond Words: Identification of Potential Talent in Dance and Music in Elementary Students.

We present evidence for the reliability and validity of the Talent Identification Instrument (TII), an observation process in music and dance in which multiple judges rate students throughout a multisession audition. The approach was designed to recognize previously overlooked abilities in urban elementary students, including low income, bilingual, and special education students. The TII observation process was designed to evoke artful behaviors that can be readily recognized by arts specialists and classroom teachers. We found strong agreement among raters and adequate stability estimates. Evidence for validity was obtained through factor analysis and a variety of construct validity procedures. The performance-based assessment described here may have implications for discovering hidden potential in academic as well as artistic domains.

Further validation of the AIDS Attitude Scale

The AIDS Attitude Scale (AAS) is a self-report measure of attitude toward persons with AIDS. Since its introduction in 1992, the AAS has been used in over 30 research studies. Initial psychometric estimates of reliability and validity for the scale were supportive. This report summarizes emerging psychometric data from a broad range of samples. These data offer additional support for the internal consistency and stability of the two dimensions underlying the scale, as well as documenting the factorial and construct validity of the AAS.

What's Wrong with Three-Option Multiple Choice Items?:

Despite evidence supporting 3-option items, text authors and practitioners continue to advocate the use of four or five options. We designed an experiment to test further the efficacy of 3-option achievement items. Parallel tests of 3- and 5-option items were built and distributed randomly to college students. Results showed no differences in mean item difficulty, mean discrimination, or total test score, but a substantial reduction in time spent on 3-option items. The straightforward implication is that content validity may be boosted by writing additional 3-option items to tap more content.

High School Students' Perceived Self-Efficacy in Physical and Mental Health

Self-efficacy, a central construct of the Bandura social cognitive theory, formed the background for developing a measure of adolescent health expectations, the School Health Efficacy Questionnaire. The scale taps perceived self-efficacy in both physical and mental health. It showed strong factorial validity, although the factor structure is somewhat different for males and females. Subscales derived from the factor analyses gave high reliabilities. A series of MANOVAs and multiple regressions produced results predicted from self-efficacy theory, and supported the instruments construct validity. Because low efficacy expectations may lead to self-harmful behaviors, such as poor personal relationships or substance abuse, health educators should consider ways to enhance adolescent appraisals of their capabilities.

Affective and Cognitive Correlates of Classroom Achievement.

This study examined the relationship between cognitive and affective variables as predictors of classroom achievement. Final social studies grades were obtained and the Watson-Glaser Critical Thinking Appraisal, Cooperative English Test, JIM Scale, and Gable-Roberts Attitude Toward School Subjects measures were administered to 431 eleventh grade students. Correlational and multiple regression procedures were employed. Significant relationships (p < .01) were found for both the cognitive and affective variables when correlated with course grades. A measure of motivation toward education predicted grades nearly as accurately as any of the cognitive variables.