Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity

Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close ali...
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Gespeichert in:

Autor*in:	Sun, Ting [verfasserIn] Wang, Chuang Kim, Stella Yun

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	Validity Validation Self-efficacy Item Response Theory

Anmerkung:	© The Author(s), under exclusive licence to Springer Nature B.V. 2021

Übergeordnetes Werk:	Enthalten in: Reading and writing - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1989, 35(2021), 3 vom: 06. Sept., Seite 743-766
Übergeordnetes Werk:	volume:35 ; year:2021 ; number:3 ; day:06 ; month:09 ; pages:743-766

Links:	Volltext

DOI / URN:	10.1007/s11145-021-10206-w

Katalog-ID:	SPR046253084

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allfields	10.1007/s11145-021-10206-w doi (DE-627)SPR046253084 (SPR)s11145-021-10206-w-e DE-627 ger DE-627 rakwb eng Sun, Ting verfasserin (orcid)0000-0002-9320-8921 aut Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2021 Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. Validity (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Self-efficacy (dpeaa)DE-He213 Item Response Theory (dpeaa)DE-He213 Wang, Chuang (orcid)0000-0003-3372-2053 aut Kim, Stella Yun (orcid)0000-0002-0562-1071 aut Enthalten in Reading and writing Dordrecht [u.a.] : Springer Science + Business Media B.V, 1989 35(2021), 3 vom: 06. Sept., Seite 743-766 (DE-627)270929010 (DE-600)1478082-3 1573-0905 nnns volume:35 year:2021 number:3 day:06 month:09 pages:743-766 https://dx.doi.org/10.1007/s11145-021-10206-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 35 2021 3 06 09 743-766
spelling	10.1007/s11145-021-10206-w doi (DE-627)SPR046253084 (SPR)s11145-021-10206-w-e DE-627 ger DE-627 rakwb eng Sun, Ting verfasserin (orcid)0000-0002-9320-8921 aut Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2021 Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. Validity (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Self-efficacy (dpeaa)DE-He213 Item Response Theory (dpeaa)DE-He213 Wang, Chuang (orcid)0000-0003-3372-2053 aut Kim, Stella Yun (orcid)0000-0002-0562-1071 aut Enthalten in Reading and writing Dordrecht [u.a.] : Springer Science + Business Media B.V, 1989 35(2021), 3 vom: 06. Sept., Seite 743-766 (DE-627)270929010 (DE-600)1478082-3 1573-0905 nnns volume:35 year:2021 number:3 day:06 month:09 pages:743-766 https://dx.doi.org/10.1007/s11145-021-10206-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 35 2021 3 06 09 743-766
allfields_unstemmed	10.1007/s11145-021-10206-w doi (DE-627)SPR046253084 (SPR)s11145-021-10206-w-e DE-627 ger DE-627 rakwb eng Sun, Ting verfasserin (orcid)0000-0002-9320-8921 aut Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2021 Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. Validity (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Self-efficacy (dpeaa)DE-He213 Item Response Theory (dpeaa)DE-He213 Wang, Chuang (orcid)0000-0003-3372-2053 aut Kim, Stella Yun (orcid)0000-0002-0562-1071 aut Enthalten in Reading and writing Dordrecht [u.a.] : Springer Science + Business Media B.V, 1989 35(2021), 3 vom: 06. Sept., Seite 743-766 (DE-627)270929010 (DE-600)1478082-3 1573-0905 nnns volume:35 year:2021 number:3 day:06 month:09 pages:743-766 https://dx.doi.org/10.1007/s11145-021-10206-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 35 2021 3 06 09 743-766
allfieldsGer	10.1007/s11145-021-10206-w doi (DE-627)SPR046253084 (SPR)s11145-021-10206-w-e DE-627 ger DE-627 rakwb eng Sun, Ting verfasserin (orcid)0000-0002-9320-8921 aut Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2021 Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. Validity (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Self-efficacy (dpeaa)DE-He213 Item Response Theory (dpeaa)DE-He213 Wang, Chuang (orcid)0000-0003-3372-2053 aut Kim, Stella Yun (orcid)0000-0002-0562-1071 aut Enthalten in Reading and writing Dordrecht [u.a.] : Springer Science + Business Media B.V, 1989 35(2021), 3 vom: 06. Sept., Seite 743-766 (DE-627)270929010 (DE-600)1478082-3 1573-0905 nnns volume:35 year:2021 number:3 day:06 month:09 pages:743-766 https://dx.doi.org/10.1007/s11145-021-10206-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 35 2021 3 06 09 743-766
allfieldsSound	10.1007/s11145-021-10206-w doi (DE-627)SPR046253084 (SPR)s11145-021-10206-w-e DE-627 ger DE-627 rakwb eng Sun, Ting verfasserin (orcid)0000-0002-9320-8921 aut Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature B.V. 2021 Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. Validity (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Self-efficacy (dpeaa)DE-He213 Item Response Theory (dpeaa)DE-He213 Wang, Chuang (orcid)0000-0003-3372-2053 aut Kim, Stella Yun (orcid)0000-0002-0562-1071 aut Enthalten in Reading and writing Dordrecht [u.a.] : Springer Science + Business Media B.V, 1989 35(2021), 3 vom: 06. Sept., Seite 743-766 (DE-627)270929010 (DE-600)1478082-3 1573-0905 nnns volume:35 year:2021 number:3 day:06 month:09 pages:743-766 https://dx.doi.org/10.1007/s11145-021-10206-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 35 2021 3 06 09 743-766
language	English
source	Enthalten in Reading and writing 35(2021), 3 vom: 06. Sept., Seite 743-766 volume:35 year:2021 number:3 day:06 month:09 pages:743-766
sourceStr	Enthalten in Reading and writing 35(2021), 3 vom: 06. Sept., Seite 743-766 volume:35 year:2021 number:3 day:06 month:09 pages:743-766
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Validity Validation Self-efficacy Item Response Theory
isfreeaccess_bool	false
container_title	Reading and writing
authorswithroles_txt_mv	Sun, Ting @@aut@@ Wang, Chuang @@aut@@ Kim, Stella Yun @@aut@@
publishDateDaySort_date	2021-09-06T00:00:00Z
hierarchy_top_id	270929010
id	SPR046253084
language_de	englisch
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author	Sun, Ting
spellingShingle	Sun, Ting misc Validity misc Validation misc Self-efficacy misc Item Response Theory Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity
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topic_title	Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity Validity (dpeaa)DE-He213 Validation (dpeaa)DE-He213 Self-efficacy (dpeaa)DE-He213 Item Response Theory (dpeaa)DE-He213
topic	misc Validity misc Validation misc Self-efficacy misc Item Response Theory
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title	Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity
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title_full	Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity
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title_sort	psychometric properties of an english writing self-efficacy scale: aspects of construct validity
title_auth	Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity
abstract	Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. © The Author(s), under exclusive licence to Springer Nature B.V. 2021
abstractGer	Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. © The Author(s), under exclusive licence to Springer Nature B.V. 2021
abstract_unstemmed	Abstract This study provided validity evidence of the Questionnaire of English Writing Self-Efficacy (QEWSE) based on the five sources of validity evidence described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). Items of this measure demonstrated close alignment with the linguistic domain and the writing self-efficacy and self-regulation theories, providing validity evidence based on test content. Confirmatory factor analysis revealed a satisfactory global fit of the four-factor (ideation, skills, use, and self-regulation) model to the data, providing internal structure-based evidence. Significant correlations between self-efficacy ratings, writing proficiency, and writing self-regulated learning strategies supported the validity evidence based on relations to other variables. The reliability evidence was evaluated with consistencies of participants’ responses to items and further supported using Item Response Theory (IRT). IRT analyses suggested that measurement precision was greatest at the lower range of the latent trait scale, which provided justification for the primary use of the instrument to identify students with low writing self-efficacy. © The Author(s), under exclusive licence to Springer Nature B.V. 2021
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title_short	Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity
url	https://dx.doi.org/10.1007/s11145-021-10206-w
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author2	Wang, Chuang Kim, Stella Yun
author2Str	Wang, Chuang Kim, Stella Yun
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doi_str	10.1007/s11145-021-10206-w
up_date	2024-07-03T21:21:59.680Z
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Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity

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