Development and validation of learning and innovation skills self-efficacy scale (LIS-SES)

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-09-09 DOI:10.1016/j.stueduc.2024.101396

Osman Kayhan , Özgen Korkmaz

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引用次数: 0

Abstract

The purpose of this research is to create a tool to evaluate individuals' self-efficacy regarding learning and innovation skills according to the Partnership for 21st Century Skills(P21) framework. In this study, data was collected in three stages. Initially, data from 470 students were utilized for exploratory factor analysis. Then, data from 351 students were employed for confirmatory factor analysis. Finally, data were collected from 39 students to apply the test-retest method. The resulting scale comprises four factors and 30 items. These factors are creativity and innovation skill self-efficacy, critical thinking and problem-solving skill self-efficacy, communication skill self-efficacy, and collaborative working skill self-efficacy. The developed scale accounts for 50.65 % of the total variance. The Cronbach’s alpha value computed for the total scale is 0.936. Accordingly, we can say that LIS-SES is a valid and reliable tool to measure individuals' self-efficacy in learning and innovation skills according to the P21 framework.

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学习与创新技能自我效能感量表（LIS-SES）的编制与验证

本研究的目的是根据 "21 世纪技能伙伴关系"（P21）框架，创建一种工具来评估个人在学习和创新技能方面的自我效能感。本研究分三个阶段收集数据。首先，利用来自 470 名学生的数据进行探索性因素分析。然后，利用 351 名学生的数据进行确认性因素分析。最后，收集了 39 名学生的数据，采用测试-重测法。最后得出的量表包括四个因子和 30 个项目。这些因子分别是创造和创新技能自我效能感、批判性思维和解决问题技能自我效能感、沟通技能自我效能感和协作工作技能自我效能感。所编制的量表占总方差的 50.65%。总量表的 Cronbach's alpha 值为 0.936。因此，我们可以说，根据 P21 框架，LIS-SES 是测量个人学习与创新技能自我效能感的有效而可靠的工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.