Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach
Abstract
:1. Introduction
2. Literature Reviews
2.1. Science Self-Efficacy Scale
2.2. Sources of Self-Efficacy Scale
2.3. Significance of the Study
3. Materials and Methods
3.1. Sample
3.2. Instrument
3.3. Procedures
3.4. Data Analysis
3.5. Structural Equation Modeling
4. Results
4.1. Construct Reliability and Convergent Validity
4.2. Discriminant Validity
4.3. Comparison of Structural Equation Modelling
5. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
ITEM DESCRIPTION | |
SUBSCALE 1: SOURCES OF SELF-EFFICACY | |
Code | Item |
Dimension: Mastery Experiences (PM) | |
PM1 | I make excellent grades on science tests. |
PM2 | I have always been successful with science. |
PM3 | Even when I study very hard, I do poorly in science. |
PM4 | I got good grades in science on my last report card. |
PM5 | I do well on science assignments. |
PM6 | I do well on even the most difficult science assignments. |
Dimension: Vicarious Experiences (PMP) | |
PMPG | Vicarious Experiences from Teacher |
PMPG1 | My science teacher is really good at science. |
PMPG2 | My science teacher explains science problems very well. |
PMPG3 | My science teacher can solve even the most difficult science problems. |
PMPG4 | My science teacher clearly explains even the most difficult science ideas. |
PMPK | Vicarious Experience from Family |
PMPK1 | I have a family member who is really good at science. |
PMPK2 | I have a family member who explains science problems very well. |
PMPK3 | I have a family member who has a science-related career. |
PMPR | Vicarious Experience from Peer |
PMPR1 | I have a friend who is really good at science. |
PMPR2 | I have a friend who explains science problems very well. |
PMPR3 | I have a friend who wants to have a science-related career. |
PMPR4 | I have a friend who can solve even the most difficult science problems. |
PMPR5 | I have a friend who receives compliments on his or her work in science. |
PMPR6 | I have a friend who has received an award in a science -related competition. |
PMPR7 | Most of my friends get good grades in science. |
Dimension: Social Persuasions (PS) | |
PSG | Social Persuasions by Teacher |
PSG1 | When I am struggling with science, my teacher tells me that I can do well. |
PSG2 | My teacher tells me that everyone can do well in science if he or she tries hard. |
PSG3 | My teacher has given me advice on how to do better in science. |
PSG4 | My teacher compliments me on my effort in science. |
PSK | Social Persuasions by Family |
PSK1 | When I am struggling with science, my family tells me that I can do well. |
PSK2 | My family tells me that everyone can do well in science if he or she tries hard. |
PSK3 | My family has given me advice on how to do better in science. |
PSK4 | My family compliments me on my effort in science. |
PSR | Social Persuasions by Peer |
PSR1 | When I am struggling with science, my friends tell me that I can do well. |
PSR2 | My friends tell me that everyone can do well in science if he or she tries hard. |
PSR3 | My friends have given me advice on how to do better in science. |
PSR4 | My friends compliment me on my effort in science. |
Dimension: Emotion and Physiological States (KEF) | |
KEF1 | Just being in science class makes feel stressed and nervous. * |
KEF1 | Doing science work takes all of my energy. * |
KEF2 | I start to feel stressed-out as soon as I begin my science work. * |
KEF3 | My mind goes blank and I am unable to think clearly when doing science work. * |
KEF4 | I get depressed when I think about learning science. * |
KEF5 | My whole body becomes tense when I have to do science. * |
SUBSCALE 2: SCIENCE LEARNING SELF-EFFICACY | |
Dimension: Conceptual Understanding (EKSPK) | |
EKSPK1 | I can explain scientific laws and theories to others. |
EKSPK2 | I can choose an appropriate formula to solve a science problem. |
EKSPK3 | I can link the contents among different science subjects (for example biology, chemistry and physics) and establish the relationships between them. |
EKSPK4 | I know the definitions of basic scientific concepts (for example, gravity, photosynthesis, etc.) very well. |
Dimension: Higher-Order Cognitive Skills (EKSKBAT) | |
EKSKBAT1 | I am able to critically evaluate the solutions of scientific problems. |
EKSKBAT2 | I am able to design scientific experiments to verify my hypotheses. |
EKSKBAT3 | I am able to propose many viable solutions to solve a science problem. |
EKSKBAT4 | When I come across a science problem, I will actively think over it first and devise a strategy to solve it. |
EKSKBAT5 | I am able to make systematic observations and inquiries based on a specific science concept or scientific phenomenon. |
EKSKBAT6 | When I am exploring a scientific phenomenon, I am able to observe its changing process and think of possible reasons behind it. |
Dimension: Practical Work (EKSAMALI) | |
EKSAMALI1 | I know how to carry out experimental procedures in the science laboratory. |
EKSAMALI2 | I know how to use equipment (for example measuring cylinders, measuring scales, etc.) in the science laboratory. |
EKSAMALI3 | I know how to set up equipment for laboratory experiments. |
EKSAMALI4 | I know how to collect data during the science laboratory. |
Dimension: Everyday Application (EKSHARIAN) | |
EKSHARIAN1 | I am able to explain everyday life using scientific theories. |
EKSHARIAN2 | I am able to propose solutions to everyday problems using science. |
EKSHARIAN3 | I can understand the news/documentaries I watch on television related to science. |
EKSHARIAN4 | I can recognize the careers related to science. |
EKSHARIAN5 | I am able to apply what I have learned in school science to daily life. |
EKSHARIAN6 | I am able to use scientific methods to solve problems in everyday life. |
EKSHARIAN7 | I can understand and interpret social issues related to science (for example, nuclear power usage and genetically modified foods) in a scientific manner. |
EKSHARIAN8 | I am aware that a variety of phenomena in daily life involve science-related concepts. |
Dimension: Science Communication (EKSKOM) | |
EKSKOM1 | I am able to comment on presentations made by my classmates in science class. |
EKSKOM2 | I am able to use what I have learned in science classes to discuss with others. |
EKSKOM3 | I am able to clearly explain what I have learned to others. |
EKSKOM4 | I feel comfortable discussing science content with my classmates. |
EKSKOM5 | In science classes, I can clearly express my own opinions. |
EKSKOM6 | In science classes, I can express my ideas properly. |
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Variables | Code |
---|---|
Mastery Experiences | PM |
Vicarious Experiences | PMP |
Dimensions: | |
Vicarious Experiences Towards Teacher | PMPG |
Vicarious Experiences Towards Family | PMPK |
Vicarious Experiences Towards Peers | PMPR |
Social Persuasion | PS |
Dimensions: | |
Social Persuasion by Teacher | PSG |
Social Persuasion by Family | PSK |
Social Persuasion by Peers | PSR |
Physiological and Emotional States | KEF |
Science Self Efficacy | EKS |
Dimensions: | |
Conceptual Understanding | EKSPK |
Higher Order Thinking Skills | EKSKBAT |
Practical Work | EKSAMALI |
Daily Life Application | EKSHARIAN |
Science Communications | EKSKOM |
Categories | Indexes | Assumptions | References |
---|---|---|---|
Internal Consistency Reliability | Composite Reliability (CR) | CR < 0.6 (low) | [54] |
CR: 0.7–0.9 (satisfied) | [55] | ||
CR: 0.6–0.7 | [54] | ||
(Acceptable for exploratory research) | |||
CR > 0.90 | [54] | ||
(The probability of multicollinearity issues) | |||
Indicator Reliability | Outer Loading | Outer Loading > 0.7 (suggested) | [56] |
0.4 ≤ Outer loading < 0.7 | [57,58] | ||
(Acceptable with certain condition) | |||
Outer loading < 0.4 (should be eliminated) | [59,60] | ||
Convergent Validity | Average Variance Extracted (AVE) | AVE > 0.50 | |
[47,61,62] | |||
Discriminant Validity | HTMT Criterion | HTMT 0.85 (Stringent Criterion) | [63] |
HTMT 0.90 (Conservative Criterion) | [64] | ||
−1 < HTMT < 1 | [65] | ||
with bootstrapping technique applied | |||
(Liberal Criterion) |
Construct Code | Indicator | Outer Loading | CR | AVE |
---|---|---|---|---|
EKSAMALI | EKSAMALI1 | 0.814 | 0.925 | 0.756 |
EKSAMALI2 | 0.907 | |||
EKSAMALI3 | 0.901 | |||
EKSAMALI4 | 0.852 | |||
EKSHARIAN | EKSHARIAN1 | 0.751 | 0.922 | 0.598 |
EKSHARIAN2 | 0.818 | |||
EKSHARIAN3 | 0.717 | |||
EKSHARIAN4 | 0.742 | |||
EKSHARIAN5 | 0.87 | |||
EKSHARIAN6 | 0.811 | |||
EKSHARIAN7 | 0.78 | |||
EKSHARIAN8 | 0.68 | |||
EKSKBAT | EKSKBAT1 | 0.87 | 0.931 | 0.692 |
EKSKBAT2 | 0.82 | |||
EKSKBAT3 | 0.809 | |||
EKSKBAT4 | 0.872 | |||
EKSKBAT5 | 0.867 | |||
EKSKBAT6 | 0.746 | |||
EKSKOM | EKSKOM1 | 0.721 | 0.898 | 0.599 |
EKSKOM2 | 0.752 | |||
EKSKOM3 | 0.791 | |||
EKSKOM4 | 0.622 | |||
EKSKOM5 | 0.854 | |||
EKSKOM6 | 0.874 | |||
EKSPK | EKSPK1 | 0.84 | 0.889 | 0.668 |
EKSPK2 | 0.817 | |||
EKSPK3 | 0.741 | |||
EKSPK4 | 0.865 | |||
KEF | KEF1 | 0.783 | 0.923 | 0.666 |
KEF2 | 0.801 | |||
KEF3 | 0.893 | |||
KEF4 | 0.837 | |||
KEF5 | 0.829 | |||
KEF6 | 0.744 | |||
PM | PM1 | 0.675 | 0.868 | 0.533 |
PM2 | 0.79 | |||
PM3 | 0.416 | |||
PM4 | 0.764 | |||
PM5 | 0.857 | |||
PM6 | 0.792 | |||
PMPG | PMPG1 | 0.752 | 0.92 | 0.743 |
PMPG2 | 0.882 | |||
PMPG3 | 0.915 | |||
PMPG4 | 0.89 | |||
PMPK | PMPK1 | 0.82 | 0.865 | 0.681 |
PMPK2 | 0.862 | |||
PMPK3 | 0.792 | |||
PMPR | PMPR1 | 0.794 | 0.862 | 0.475 |
PMPR2 | 0.7 | |||
PMPR3 | 0.699 | |||
PMPR4 | 0.79 | |||
PMPR5 | 0.682 | |||
PMPR6 | 0.536 | |||
PMPR7 | 0.584 | |||
PSG | PSG1 | 0.761 | 0.865 | 0.618 |
PSG2 | 0.733 | |||
PSG3 | 0.866 | |||
PSG4 | 0.755 | |||
PSK | PSK1 | 0.873 | 0.918 | 0.737 |
PSK2 | 0.847 | |||
PSK3 | 0.839 | |||
PSK4 | 0.874 | |||
PSR | PSR1 | 0.836 | 0.906 | 0.707 |
PSR2 | 0.804 | |||
PSR3 | 0.867 | |||
PSR4 | 0.855 |
Construct Code | Indicator | Outer Loading | CR | AVE |
---|---|---|---|---|
EKSAMALI | EKSAMALI1 | 0.814 | 0.925 | 0.756 |
EKSAMALI2 | 0.907 | |||
EKSAMALI3 | 0.901 | |||
EKSAMALI4 | 0.853 | |||
EKSHARIAN | EKSHARIAN1 | 0.751 | 0.922 | 0.598 |
EKSHARIAN2 | 0.818 | |||
EKSHARIAN3 | 0.717 | |||
EKSHARIAN4 | 0.742 | |||
EKSHARIAN5 | 0.87 | |||
EKSHARIAN6 | 0.811 | |||
EKSHARIAN7 | 0.78 | |||
EKSHARIAN8 | 0.68 | |||
EKSKBAT | EKSKBAT1 | 0.87 | 0.931 | 0.692 |
EKSKBAT2 | 0.82 | |||
EKSKBAT3 | 0.809 | |||
EKSKBAT4 | 0.872 | |||
EKSKBAT5 | 0.867 | |||
EKSKBAT6 | 0.746 | |||
EKSKOM | EKSKOM1 | 0.721 | 0.898 | 0.599 |
EKSKOM2 | 0.752 | |||
EKSKOM3 | 0.791 | |||
EKSKOM4 | 0.622 | |||
EKSKOM5 | 0.855 | |||
EKSKOM6 | 0.874 | |||
EKSPK | EKSPK1 | 0.84 | 0.889 | 0.668 |
EKSPK2 | 0.817 | |||
EKSPK3 | 0.741 | |||
EKSPK4 | 0.865 | |||
KEF | KEF1 | 0.783 | 0.923 | 0.666 |
KEF2 | 0.801 | |||
KEF3 | 0.893 | |||
KEF4 | 0.837 | |||
KEF5 | 0.829 | |||
KEF6 | 0.744 | |||
PM | PM1 | 0.674 | 0.893 | 0.626 |
PM2 | 0.811 | |||
PM3 | ||||
PM4 | 0.763 | |||
PM5 | 0.884 | |||
PM6 | 0.809 | |||
PMPG | PMPG1 | 0.755 | 0.92 | 0.743 |
PMPG2 | 0.88 | |||
PMPG3 | 0.914 | |||
PMPG4 | 0.89 | |||
PMPK | PMPK1 | 0.824 | 0.865 | 0.681 |
PMPK2 | 0.863 | |||
PMPK3 | 0.787 | |||
PMPR | PMPR1 | 0.802 | 0.862 | 0.513 |
PMPR2 | 0.726 | |||
PMPR3 | 0.709 | |||
PMPR4 | 0.797 | |||
PMPR5 | 0.68 | |||
PMPR6 | ||||
PMPR7 | 0.556 | |||
PSG | PSG1 | 0.761 | 0.865 | 0.618 |
PSG2 | 0.733 | |||
PSG3 | 0.866 | |||
PSG4 | 0.755 | |||
PSK | PSK1 | 0.873 | 0.918 | 0.737 |
PSK2 | 0.847 | |||
PSK3 | 0.839 | |||
PSK4 | 0.874 | |||
PSR | PSR1 | 0.836 | 0.906 | 0.707 |
PSR2 | 0.804 | |||
PSR3 | 0.867 | |||
PSR4 | 0.855 |
EKSAMALI | EKSHARIAN | EKSKBAT | EKSKOM | |
---|---|---|---|---|
EKSHARIAN | 0.591 (0.409,0.754) | |||
EKSKBAT | 0.693 (0.556,0.803) | 0.879 (0.778,0.957) | ||
EKSKOM | 0.543 (0.357,0.71) | 0.627 (0.437,0.786) | 0.68 (0.5,0.822) | |
EKSPK | 0.54 (0.366,0.691) | 0.745 (0.618,0.852) | 0.865 (0.773,0.947) | 0.484 (0.299,0.67) |
KEF | 0.243 (0.134,0.451) | 0.433 (0.289,0.599) | 0.402 (0.264,0.565) | 0.378 (0.235,0.559) |
PM | 0.475 (0.289,0.651) | 0.613 (0.457,0.754) | 0.609 (0.446,0.754) | 0.595 (0.386,0.779) |
PMPG | 0.399 (0.241,0.578) | 0.376 (0.219,0.549) | 0.334 (0.178,0.503) | 0.43 (0.261,0.602) |
PMPK | 0.266 (0.14,0.476) | 0.126 (0.1,0.359) | 0.186 (0.113,0.404) | 0.118 (0.102,0.336) |
PMPR | 0.322 (0.176,0.528) | 0.369 (0.261,0.56) | 0.292 (0.187,0.481) | 0.346 (0.223,0.524) |
PSG | 0.192 (0.119,0.376) | 0.303 (0.207,0.512) | 0.282 (0.188,0.482) | 0.356 (0.232,0.547) |
PSK | 0.123 (0.09,0.311) | 0.417 (0.246,0.615) | 0.298 (0.189,0.472) | 0.371 (0.205,0.552) |
PSR | 0.216 (0.138,0.421) | 0.128 (0.115,0.339) | 0.176 (0.126,0.365) | 0.243 (0.145,0.436) |
EKSPK | KEF | PM | PMPG | |
KEF | 0.409 (0.246,0.6) | |||
PM | 0.643 (0.468,0.795) | 0.409 (0.243,0.572) | ||
PMPG | 0.287 (0.175,0.464) | 0.255 (0.129,0.467) | 0.535 (0.37,0.686) | |
PMPK | 0.165 (0.099,0.386) | 0.102 (0.095,0.308) | 0.163 (0.116,0.335) | 0.118 (0.048,0.340) |
PMPR | 0.216 (0.148,0.439) | 0.387 (0.25,0.57) | 0.421 (0.3,0.595) | 0.485 (0.301,0.672) |
PSG | 0.303 (0.174,0.518) | 0.376 (0.205,0.588) | 0.5 (0.333,0.676) | 0.522 (0.336,0.734) |
PSK | 0.259 (0.156,0.44) | 0.282 (0.172,0.484) | 0.422 (0.247,0.61) | 0.372 (0.194,0.566) |
PSR | 0.153 (0.12,0.371) | 0.061 (0.076,0.258) | 0.312 (0.185,0.501) | 0.357 (0.189,0.54) |
PSK | PSG | PMPR | PMPK | |
PMPR | 0.337 (0.184,0.572) | |||
PSG | 0.427 (0.283,0.65) | 0.176 (0.123,0.415) | ||
PSK | 0.596 (0.393,0.794) | 0.307 (0.191,0.509) | 0.341 (0.141,0.586) | |
PSR | 0.547 (0.35,0.734) | 0.5 (0.288,0.777) | 0.527 (0.328,0.725) | 0.389 (0.168,0.609) |
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Mohd Dzin, N.H.; Lay, Y.F. Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach. Educ. Sci. 2021, 11, 676. https://doi.org/10.3390/educsci11110676
Mohd Dzin NH, Lay YF. Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach. Education Sciences. 2021; 11(11):676. https://doi.org/10.3390/educsci11110676
Chicago/Turabian StyleMohd Dzin, Najah Hazirah, and Yoon Fah Lay. 2021. "Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach" Education Sciences 11, no. 11: 676. https://doi.org/10.3390/educsci11110676
APA StyleMohd Dzin, N. H., & Lay, Y. F. (2021). Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach. Education Sciences, 11(11), 676. https://doi.org/10.3390/educsci11110676