Adapting of science learning self-efficacy belief scale for middle school students: validity and reliability study

Abstract

The aim of this study is to develop a measurement tool with a high level validity and reliability to define the level of self-efficacy beliefs for science learning of middle school students. The research is a methodological validity and reliability study. For Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA); the data of the study has been collected in two different sampling groups which consist of 826 students from seven different schools. EFA method has showed measurement tool can be structured on three factors. For CFA, fit indices have then been reviewed and it has been seen that the χ2 value is not compatible with acceptable values and the other indices have acceptable values. This means that the model obtained with CFA has medium level conformity. As a result of the reliability studies for EFA, it has been determined that internal consistency coefficient is 0.85; and it is 0.83 according to CFA sampling. The results of the factor analysis indicate that the measurement tool can be built on three factors. These factors are defined as “self- efficacy for personal science success”, “self- efficacy for performance” and “self- efficacy for output”