ERIC Number: ED364413
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
The Mathematics Self-Efficacy Scale: A Validation Study.
Langenfeld, Thomas E.; Pajares, Frank
A factor analysis study provided empirical evidence of the validity of the modified Mathematics Self-Efficacy Scale (MSES) and its three subscales: mathematics problems self-efficacy, mathematics tasks self-efficacy, and college courses self-efficacy. The MSES was administered to 522 undergraduate students from three state universities and internal consistencies were calculated for each of the three scales and the composite MSES using Cronbach's alpha. A principal component analysis led to the interpretation of a five-factor solution and a higher-order analysis provided evidence of a unitary structure to the MSES. Although the general structure of the MSES was validated, the study indicated specific constructs and inadequacies that need to be carefully analyzed by researchers using MSES. The college courses self-efficacy scale measured two separate constructs that have significantly different implications for differing substantive questions. The mathematics problems self-efficacy scale has limitations that need to be evaluated. Self-efficacy is a context-specific construct, and researchers who fail to evaluate the relationship between the performance task and the efficacy measure are likely to be frustrated by confounded relationships, ambiguous findings, and uninterpretable results. Contains 18 references. (Author/PDD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Self Efficacy Scale
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).