Gender Fairness in Self-Efficacy? A Rasch-Based Validity Study of the General Academic Self-Efficacy Scale (GASE)

T. Nielsen, J. Dammeyer, M. L. Vang, G. Makransky

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines.
Original languageEnglish
Pages (from-to)664-681
JournalSCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
Volume62
Issue number5
Early online date26 Apr 2017
DOIs
Publication statusE-pub ahead of print - 26 Apr 2017

Keywords

  • Gender bias
  • DIF
  • general academic self-efficacy
  • higher education

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