Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument

Autor/inn/en	Handtke, Kevin; Bögeholz, Susanne
Titel	Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument
Quelle	In: European Journal of Educational Research, 9 (2020) 4, S.1435-1453 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Construct Validity; Self Efficacy; Science Instruction; Interdisciplinary Approach; Secondary School Science; Preservice Teachers; Science Teachers; Biology; Chemistry; Physics; Pedagogical Content Knowledge; Stress Variables; Correlation; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Chemie; Physik; Pädagogische Kompetenz; Korrelation; Ausland; Deutschland
Abstract	: Current research on self-efficacy beliefs of interdisciplinary science teaching indicates shortcomings in facing recent teaching challenges in secondary education and corresponding valid instruments. Thus, we designed the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) instrument based on a pedagogical content knowledge model for science teaching. We ensured the factorial validity of ten factors. To bring construct validity down to a round figure, we examined convergent and divergent validity in this paper. For answering the overall research question regarding arguments for the convergent and divergent validity of the interpretation of the SElf-ST instrument's test values (and related hypotheses), we analyzed data of pre-service, trainee, and in-service biology, chemistry, and physics teachers (n = 590) in a cross-sectional study. While the strong latent correlations of the ten SElf-ST factors with self-efficacy beliefs of interdisciplinary science teaching in primary education (r = 0.40 - 0.63, p < 0.01) indicate convergent validity, the rather weak correlations with self-efficacy beliefs of general teaching (r = 0.17 - 0.54, p < 0.01), self-rated content knowledge in science (r = 0.13 - 0.40, p < 0.01), and perceived stress (r = -0.13 - -0.19, p < 0.01) support different divergent validity intensities. Thus, assumed relations within the nomological net surrounding the self-efficacy beliefs of interdisciplinary science teaching construct were confirmed for secondary education. In sum, we shed light on a rarely explored aspect of construct validity in science education research regarding self-efficacy beliefs. Doing so, we gained strong arguments that the SElf-ST instrument's test values can serve as indicators of self-efficacy beliefs of interdisciplinary science teaching in secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01