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Originalia

Konstruktion und erste Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW)

Published Online:September 29, 2010https://doi.org/10.1026/0012-1924/a000023

Abstract

Zusammenfassung. Die vorliegenden Studien dienten der psychometrischen Überprüfung einer Skala zur Erfassung subjektiver schulbezogener Werte (SESSW). Der Fragebogen erfasst die drei subjektiven Wertekomponenten des Eccles-Modells persönliche Wichtigkeit, Nutzen und intrinsische Wertzuschreibung bezogen auf die Schule im Allgemeinen und fächerspezifisch für Mathematik, Deutsch, Physik und Chemie. Anhand einer Analysestichprobe von N = 391 Schülern/innen der gymnasialen Oberstufe konnten die postulierten Subskalen und die postulierte schulfachspezifische Struktur des Instrumentes bestätigt werden. Die psychometrischen Kennwerte des Instrumentes waren durchgehend gut, Beziehungen zu korrespondierenden Schulnoten und den entsprechenden Fähigkeitsselbstkonzepten belegten die konvergente und divergente Validität des Verfahrens. Als weiterer Validitätshinweis gelten die vorgefundenen fachspezifischen Geschlechtsunterschiede. Darüber hinaus weisen die Ergebnisse einer zweiten Studie mit N = 243 Schülern/innen auf die Bedeutsamkeit von Werten bei der Vorhersage von Kurswahlen in den fokussierten Fächern hin.


Construction and first validation of a scale assessing subjective educational task values

Abstract. The two studies presented here were aimed at investigating the psychometric properties of a new scale assessing subjective task values in a school context (Skala zur Erfassung subjektiver schulbezogener Werte, SESSW). The instrument measures the three subjective task value components importance, utility, and intrinsic values, derived from the Eccles model, with regard to school in general and to the four specific school subjects mathematics, German, physics, and chemistry. The first study investigated a sample of N = 391 11th to 13th graders. The three subjective value components as well as the domain-specific structure of the instrument were demonstrated. Psychometric properties of the scales were good. Correlation patterns with corresponding school grades and ability self-concepts confirmed the convergent and discriminant validity of the instrument. Further validity aspects of the scales were shown by domain-specific gender differences. Moreover, results of the second study, investigating N = 243 11th graders, demonstrated the importance of subjective task values for predicting course choices.

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