Development and initial validation of the Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C)

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2023-04-26 DOI:10.1111/1467-9817.12422

Yalian Pei, Katy H. O'Brien

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引用次数: 1

Abstract

Background

To examine levels of reading self-efficacy in college students and further understand sources that foster reading self-efficacy at the postsecondary level, there is a need for a valid scale that can be used for college student populations.

Methods

In Phase 1, 160 items were generated and reviewed by a panel of experts and a group of undergraduate students. Of these, 48 items reached consensus for acceptance and were retained for Phase 2 pilot testing. Pilot results were analysed with principal component analysis to identify the scale structure and remove items not strongly associated with components. Phase 3 finalised the scale and confirmed construct validity using confirmatory factor analysis as well as internal reliability with Cronbach's α. Phase 4 further assessed construct validity through sensitivity analyses that control for age, gender, education level, ethnicity and grade point average (GPA) to evaluate the potential impact of these covariates on model fit. In addition, Phase 4 assessed the relationships between reading self-efficacy and similar constructs (i.e., academic self-efficacy and reading performance) to evaluate convergent validity of the final scale.

Results

Based on Phase 2 principal component analysis, three components were retained: ‘effort’, ‘enjoyment’, and ‘processing’. After removing items with high covariance indicated by the Phase 3 testing, the final scale included 15 items. The Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C) was significantly correlated with reading performance, GPA and general academic self-efficacy.

Conclusions

SOURSES-C is a valid and reliable tool to describe sources of reading self-efficacy in college students. Understanding of reading self-efficacy profiles may inform further investigations to improve motivation and persistence, self-regulation and strategy use during reading.

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大学生阅读自我效能感来源量表（SOURSES‐C）的编制和初步验证

背景为了检验大学生阅读自我效能的水平，并进一步了解促进大专水平阅读自我效能的来源，需要一个有效的可用于大学生群体的量表。方法在第一阶段，由专家小组和一组大学生对160个项目进行评审。其中，48个项目达成一致接受，并保留用于第二阶段的试点测试。采用主成分分析对试点结果进行分析，以确定量表结构并删除与成分不强烈相关的项目。第三阶段最终确定量表，并使用验证性因子分析和Cronbach's α内部信度来确认结构效度。阶段4通过控制年龄、性别、教育水平、种族和平均绩点(GPA)的敏感性分析进一步评估结构效度，以评估这些协变量对模型拟合的潜在影响。第四阶段评估阅读自我效能感与相似构念(即学业自我效能感和阅读成绩)之间的关系，评估最终量表的收敛效度。结果基于第二阶段主成分分析，保留了三个成分:“努力”、“享受”和“处理”。在剔除第三阶段检验显示的高协方差项目后，最终量表包括15个项目。大学生阅读自我效能感来源量表(Sources - c)与阅读成绩、GPA和一般学业自我效能感呈显著相关。结论sources - c是描述大学生阅读自我效能感来源的有效、可靠的工具。了解阅读自我效能的特征可以为进一步的研究提供信息，以提高阅读过程中的动机和持久性、自我调节和策略使用。

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

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.