DEVELOPMENT AND STANDARDIZATION OF EDUCATIONAL RESEARCH AND STATISTICS SELF-EFFICACY QUESTIONNAIRE
DOI:
https://doi.org/10.5281/zenodo.22708817Keywords:
Research Self-Efficacy, Statistics Self-Efficacy, Scale Development, Psychometric Validation, Postgraduate StudentsAbstract
The present study aimed to develop and standardize the Educational Research and Statistics Self-Efficacy Questionnaire (ERSSEQ), a multidimensional instrument designed to assess students’ confidence in performing tasks across the research process. The initial item pool consisted of 40 items, which were refined through expert review and pilot testing to 28 items, encompassing four theoretically grounded domains: Research Design, Data Analysis, Interpretation and Reporting, and Statistical Software Self-Efficacy. The questionnaire included both positively and negatively worded items to minimize response bias. A total of 600 postgraduate students (Masters = 420; Ph.D. = 180) participated in the study. Exploratory factor analysis (EFA) using varimax rotation revealed a clear four-factor structure, with strong factor loadings (.69–.82) and adequate communalities, confirming the multidimensionality of the scale. Confirmatory factor analysis (CFA) further supported the hypothesized model, yielding excellent fit indices (CFI = .950, TLI = .944, RMSEA = .052, SRMR = .041). Internal consistency reliability coefficients were high across all subscales (α = .821–.893) and the total scale (α = .907), indicating strong measurement stability. Normative data were established for the overall sample, as well as by level of study (Masters vs. Ph.D.) and gender, providing reference points for interpreting individual scores. Ph.D. students scored higher than Masters’ students across all dimensions, and male students demonstrated slightly higher self-efficacy in Statistical Software than female students. The ERSSEQ provides a psychometrically sound, reliable, and valid instrument for assessing educational research and statistics self-efficacy. It can be used for diagnostic, evaluative, and research purposes, supporting educators in identifying areas of need, tailoring interventions, and monitoring students’ readiness to engage effectively in research activities. Based on the findings, it was recommended that lecturers, supervisors, and research-methods instructors should use the ERSSEQ to assess postgraduate students’ confidence in research design, data analysis, interpretation and reporting.
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