It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy ASE and academic resilience.
Advanced Search Abstract Objective: Falls were monitored monthly and fear of falling every 3 months. The longitudinal follow-up suggested that FES-I scores increased over time regardless of any fall event, with a trend for a stronger increase in FES-I scores when a person suffered multiple falls in a 3-month period.
Additionally, using receiver-operating characteristic ROC curves, cut-points were defined to differentiate between lower and higher levels of concern. Both scales have acceptable structures, good validity and reliability and can be recommended for research and clinical purposes.
Future studies should explore the FES-I's responsiveness to change during intervention studies and confirm suggested cut-points in other settings, larger samples and across different cultures. In order to maximise interpretation of findings from epidemiological and intervention studies on fear of falling, a consistent measure is necessary.
Previous studies indicate that the FES-I has excellent reliability and validity [ 7, 8 ] across different cultures and languages [ 9 ]. The psychometric properties of the FES-I have been evaluated using classical test theory [ 7—9 ]. However, with the interest in fear of falling, it is important to further explore the psychometric properties of the FES-I with robust statistical methods and longitudinal data.
This study aimed to further evaluate the psychometric properties of the FES-I.
The structure and measurement properties were evaluated with item response theory [ 10 ]. This approach is becoming the chosen approach amongst psychometricians and is arguably the best method for developing scales and questionnaires [ 11 ].
We explored convergent and predictive validity of the scale by investigating discriminative ability of the FES-I on a range of physiological and neuropsychological measures. A longitudinal follow-up allowed us to explore the stability over time and responsiveness to change of the FES-I.
Methods Participants A total of people aged 70—90 years were recruited from a cohort of 1, community-dwelling people living in Sydney and participating in the Sydney Memory and Ageing Study see Acknowledgements.
Exclusion criteria were neurological, cardiovascular or major musculoskeletal impairments that precluded participants from completing assessments. The shortened questionnaire contains seven items [ 8 ]. The FES-I was assessed at baseline and then every 3 months for 12 months.
Other measures Physical performance was assessed with i maximal isometric quadriceps strength kg [ 12 ], ii postural sway by recording displacements of the body at the level of the waist mm while standing on a foam mat with eyes open [ 12 ] and iii gait speed in seconds by walking 3 m, turning and returning at normal pace.
Cognitive processing performance was tested using the Trail Making Test Trails Bwhich requires subjects to draw lines connecting a number of circles alternating between letters and numbers [ 17 ].
The number of falls in the previous year was recorded at baseline. Falls frequency during the 1-year follow-up was monitored with monthly falls diaries [ 19 ]. All participants were assessed on each measure at baseline.
A total of participants completed the month follow-up for falls, and participants were reassessed after 1 year. Analyses The questionnaire structure was evaluated by using item response theory, i.
Rasch modelling concentrates on the probability that an individual with a certain level of concern will answer each item in a given way to match that level of concern [ 11 ]. Fit statistics were used to examine how well the data from people and items met the model assumptions.
The internal structure of the questionnaires was examined by factor analysis using an unrotated principal components analysis. Internal consistency Cronbach's alpha was evaluated by calculating the reproducibility of the responses of each person on the questionnaires [ 10 ].
The item-respondent map shows how each participant responded on each item. This map was inspected to evaluate content representation of each item to ensure items and respondents were appropriately targeted [ 10 ].
After a logarithmic transformation of the FES-I, assumptions for parametric analyses were met [ 20 ].Jul 07, · Abstract.
Purpose: Investigate the psychometric properties of the Swedish version of the Falls Efficacy Scale-International (FES-I).
Method: Cross-sectional study.
|Downloading prezi...||Received Aug 29; Accepted Nov This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.|
|Frontiers | Resilience Building in Students: The Role of Academic Self-Efficacy | Psychology||It constitutes a judgment about one's ability to perform a particular behavior pattern. Self-efficacy expectations are considered the primary cognitive determinant of whether or not an individual will attempt a given behavior.|
|Self efficacy and assessment by Mark Jellicoe on Prezi||Advanced Search Abstract Internet self-efficacy, or the belief in one's capabilities to organize and execute courses of Internet actions required to produce given attainments, is a potentially important factor in efforts to close the digital divide that separates experienced Internet users from novices.|
|Work self-efficacy - Wikipedia||The Morgan-Jinks Student Efficacy Scale MJSES was developed to gain information about student efficacy beliefs that might relate to school success and makes use of self report grades as a variable. The scale was administered to a total of students from the two schools.|
|Introduction||November 12, Abstract The purpose of this study was to explore the predictive relationship between self-efficacy and academic performance in light of possible third variables i. Previous studies have found that there is a positive linear relationship between self-efficacy and academic performance and also that self-efficacy positively predicts academic performance.|
Community-dwelling older adults with self-reported balance deficits and fear of falling were recruited from an ongoing randomised controlled study to evaluate the psychometric properties of the FES-I using Rasch model analysis. Psychometric Properties of Teacher Self-efficacy Scale In which academic area do you feel ability?
According to Bandura () "perceived self-efficacy is concerned with people's beliefs in their capabilities to produce given attainment". The main purpose of the study was to exam the psychometric properties of the teacher self-efficacy. In the present study, aims were (1) to determine gender differences in self-compassion, self- efficacy, and control belief for learning and (2) to examine the relationships between self- compassion, self-efficacy, and control belief for learning.
This study examined the cross-cultural suitability and psychometric properties of an academic self-efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4, Ghanaian junior high-school students and exploratory and confirmatory factor analysis.
The General Self-Efficacy Scale is a item psychometric scale that is designed to assess optimistic self-beliefs to cope with a variety of difficult demands in life. Self-Efficacy and Study Skills 4 demands of college life, including social aspects. Results of the study showed that the level of self-efficacy was a powerful predictor of academic .