Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Multistudy Report

Assessing Self-Efficacy in Presentation and Moderation Skills

Validation of a New Scale (SEPM)

Published Online:August 01, 2017https://doi.org/10.1027/1015-5759/a000423

Abstract

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students (Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

References

  • Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12, 411–434. doi: 10.1207/s15328007sem1203_4 First citation in articleCrossref, Google Scholar

  • Baker, W. H. & Thompson, M. P. (2004). Teaching presentation skills. Business Communication Quarterly, 67, 216–220. First citation in articleCrossref, Google Scholar

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. First citation in articleGoogle Scholar

  • Bong, M. (2002). Predictive utility of subject-, task-, and problem-specific self-efficacy judgments for immediate and delayed academic performances. The Journal of Experimental Education, 70, 133–162. doi: 10.1080/00220970209599503 First citation in articleCrossref, Google Scholar

  • Bono, J. E. & Judge, T. A. (2004). Personality and transformational and transactional leadership: A meta-analysis. The Journal of Applied Psychology, 89, 901–910. doi: 10.1037/0021-9010.89.5.901 First citation in articleCrossref, Google Scholar

  • Braun, E., Gusy, B., Leidner, B. & Hannover, B. (2008). Kompetenzorientierte lehrevaluation (BEvaKomp) [Competence-based evaluation in higher education]. Diagnostica, 54, 30–42. First citation in articleLink, Google Scholar

  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York, NY: Guilford Press. First citation in articleGoogle Scholar

  • Brunner, M., Nagy, G. & Wilhelm, O. (2012). A tutorial on hierarchically structured constructs. Journal of Personality, 80, 796–846. doi: 10.1111/j.1467-6494.2011.00749.x First citation in articleCrossref, Google Scholar

  • Bürgermeister, A., Ringeisen, T. & Raufelder, D. (2016). Fostering students’ moderation competence: The interplay between social relatedness and perceived competence. Teaching in Higher Education, 21, 990–1005. doi: 10.1080/13562517.2016.1209183 First citation in articleCrossref, Google Scholar

  • Burke, C. S., Stagl, K. C., Klein, C., Goodwin, G. F., Salas, E. & Halpin, S. M. (2006). What type of leadership behaviors are functional in teams? A meta-analysis. The Leadership Quarterly, 17, 288–307. doi: 10.1016/j.leaqua.2006.02.007 First citation in articleCrossref, Google Scholar

  • Carlson, R. E. & Smith‐Howell, D. (1995). Classroom public speaking assessment: Reliability and validity of selected evaluation instruments. Communication Education, 44, 87–97. doi: 10.1080/03634529509379001 First citation in articleCrossref, Google Scholar

  • Chan, D. (2009). So why ask me? Are self-report data really that bad?. In C. E. LanceR. J. VandenbergEds., Statistical and methodological myths and urban legends (pp. 309–336). New York, NY: Routledge. First citation in articleGoogle Scholar

  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504. doi: 10.1080/10705510701301834 First citation in articleCrossref, Google Scholar

  • De Grez, L., Valcke, M. & Roozen, I. (2009a). The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills. European Journal of Psychology of Education, 24, 293–306. doi: 10.1007/BF03174762 First citation in articleCrossref, Google Scholar

  • De Grez, L., Valcke, M. & Roozen, I. (2009b). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers & Education, 53, 112–120. doi: 10.1016/j.compedu.2009.01.005 First citation in articleCrossref, Google Scholar

  • Freimuth, J. & Barth, T. (2014). Workshop- und sitzungsmoderation als handwerk und mundwerk [Moderating workshops and meetings as an oral skill]. In J. FreimuthT. Barth (Eds.), Handbuch Moderation: Konzepte, Anwendungen und Entwicklungen (pp. 123–140). Göttingen, Germany: Hogrefe. First citation in articleGoogle Scholar

  • Frey, A. & Balzer, L. (2007). Beurteilungsbogen zu sozialen und methodischen kompetenzen – smk72 [The smk72 – a tool to assess social and methodical competencies]. Handbuch Kompetenzmessung. Stuttgart, Germany: Schäffer Poeschel, 348–359. First citation in articleGoogle Scholar

  • Frey, A., Balzer, L. & Ruppert, J.-J. (2014). Transferable competences of young people with a high dropout risk in vocational training in Germany. In J. ErpenbeckL. v. RosenstielEds., International Journal for Educational and Vocational Guidance (pp. 119–134). 14. doi: 10.1007/s10775-013-9257-8 First citation in articleCrossref, Google Scholar

  • Gignac, G. E. (2014). On the inappropriateness of using items to calculate total scale score reliability via coefficient alpha for multidimensional scales. European Journal of Psychological Assessment, 30, 130–139. doi: 10.1027/1015-5759/a000181 First citation in articleLink, Google Scholar

  • Guerin, D. W., Oliver, P. H., Gottfried, A. W., Gottfried, A. E., Reichard, R. J. & Riggio, R. E. (2011). Childhood and adolescent antecedents of social skills and leadership potential in adulthood. The Leadership Quarterly, 22, 482–494. doi: 10.1016/j.leaqua.2011.04.006 First citation in articleCrossref, Google Scholar

  • Hamilton, C. (2012). Essentials of public speaking. Boston, MA: Wadsworth. First citation in articleGoogle Scholar

  • Hassall, T., Arquero, J. L., Joyce, J. & Gonzalez, J. M. (2013). Communication apprehension and communication self-efficacy in accounting students. Asian Review of Accounting, 21, 160–175. doi: 10.1108/ARA-03-2013-0017 First citation in articleCrossref, Google Scholar

  • Hsieh, P. H. P. & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33, 513–532. doi: 10.1016/j.cedpsych.2008.01.003 First citation in articleCrossref, Google Scholar

  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi: 10.1080/10705519909540118 First citation in articleCrossref, Google Scholar

  • Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28, 1–35. doi: 10.1007/s10212-011-0097-y First citation in articleCrossref, Google Scholar

  • Jansen, M., Scherer, R. & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13–24. doi: 10.1016/j.cedpsych.2014.11.002 First citation in articleCrossref, Google Scholar

  • Judge, T. A., Bono, J. E., Ilies, R. & Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review. The Journal of Applied Psychology, 87, 765–780. doi: 10.1037/0021-9010.87.4.765 First citation in articleCrossref, Google Scholar

  • Kanning, U. P. (2009). ISK – Inventar Sozialer Kompetenzen [The ISK – The Social Competence Inventory]. Göttingen, Germany: Hogrefe. First citation in articleGoogle Scholar

  • Kerby, D. & Romine, J. (2009). Develop oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85, 172–179. doi: 10.1080/08832320903252389 First citation in articleCrossref, Google Scholar

  • Klein, C., DeRouin, R. E. & Salas, E. (2006). Uncovering workplace interpersonal skills: A review, framework, and research agenda. International Review of Industrial and Organizational Psychology, 21, 79–126. doi: 10.1002/9780470696378.ch3 First citation in articleCrossref, Google Scholar

  • Lecher, S. & Witte, E. H. (2003). Zwei moderationstechniken zur verbesserung von entscheidungen in gruppen [Two moderation techniques]. Zeitschrift für Arbeits-und Organisationspsychologie, 47, 73–86. doi: 10.1026//0932-4089.47.2.73 First citation in articleLink, Google Scholar

  • Little, T. D., Preacher, K., Selig, J. P. & Card, N. A. (2007). New developments in latent variable panel analyses of longitudinal data. International Journal of Behavioral Development, 31, 357–365. doi: 10.1177/0165025407077757 First citation in articleCrossref, Google Scholar

  • Little, T. D., Rhemtulla, M., Gibson, K. & Schoemann, A. M. (2013). Why the items versus parcels controversy needn’t be one. Psychological Methods, 18, 285–300. doi: 10.1037/a0033266 First citation in articleCrossref, Google Scholar

  • Marsh, H. W., Ellis, L. A., Parada, R. H., Richards, G. & Heubeck, B. G. (2005). A short version of the self-description questionnaire II. Psychological Assessment, 17, 81–102. doi: 10.1037/1040-3590.17.1.81 First citation in articleCrossref, Google Scholar

  • Miyoshi, A. (2012). The stability and causal effects of task-specific and generalized self-efficacy in college. Japanese Psychological Research, 54, 150–158. doi: 10.1111/j.1468-5884.2011.00481.x First citation in articleCrossref, Google Scholar

  • Muthén, L. K. & Muthén, B. O. (1998–2013). MPlus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén. First citation in articleGoogle Scholar

  • Pajares, F. (1996) Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578. doi: 10.3102/00346543066004543 First citation in articleCrossref, Google Scholar

  • Pajares, F. & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. RidingS. RaynerEds., Self-perception (pp. 239–266). London, UK: Ablex. First citation in articleGoogle Scholar

  • Putwain, D., Sander, P. & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. The British Journal of Educational Psychology, 83, 633–650. doi: 10.1111/j.2044-8279.2012.02084.x First citation in articleCrossref, Google Scholar

  • Rahimi, M. & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-Social and Behavioral Sciences, 98, 1454–1460. doi: 10.1016/j.sbspro.2014.03.565 First citation in articleCrossref, Google Scholar

  • Ringeisen, T. & Bürgermeister, A. (2015). Fostering students’ self-efficacy in presentation skills: The effect of autonomy, relatedness and competence support. In K. MooreS. HowardP. BuchwaldEds., Stress and anxiety: Application to schools, well-being, coping and internet use (pp. 77–87). Berlin, Germany: Logos. First citation in articleGoogle Scholar

  • Schnell, K., Ringeisen, T., Raufelder, D. & Rohrmann, S. (2015). The impact of adolescents’ self-efficacy and self-regulated goal attainment processes on school performance – Do gender and test anxiety matter? Learning and Individual Differences, 38, 90–98. doi: 10.1016/j.lindif.2014.12.008 First citation in articleCrossref, Google Scholar

  • Ulinski, M. & O’Callaghan, S. (2002). A comparison of MBA students’ and employers’ perceptions of the value of oral communication skills for employment. Journal of Education for Business, 77, 193–197. doi: 10.1080/08832320209599070 First citation in articleCrossref, Google Scholar

  • Usher, E. L. & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89–101. doi: 10.1016/j.cedpsych.2008.09.002 First citation in articleCrossref, Google Scholar

  • Tsai, C. C., Ho, H. N. J., Liang, J. C. & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21, 757–769. doi: 10.1016/j.learninstruc.2011.05.002 First citation in articleCrossref, Google Scholar

  • Wilkes, G. L. (2012). The importance of oral communication skills. Chemical Engineering Education, 46, 251–259. First citation in articleGoogle Scholar