Selbstwirksamkeitserwartung von Studierenden
Facettentheoretische Validierung eines Messmodells am Beispiel der Psychologie
Abstract
Zusammenfassung. Im Fokus dieses Beitrags steht die Selbstwirksamkeitserwartung (SWE) von Psychologiestudierenden, beschrieben als subjektive Gewissheit Aufgaben der psychologischen Praxis erfolgreich bewältigen zu können. Im Hochschulkontext ist SWE der stärkste Prädiktor für Studien- und späteren Berufserfolg. Da bislang kein adäquates Strukturmodell der SWE von Psychologiestudierenden vorliegt, erfolgte die Entwicklung einer Selbstwirksamkeitserwartungs-Matrix (SWE-Matrix) mit 2 Facetten, welche zwischen Operationen (Auswahl / Bewertung, Konstruktion, Durchführung) und Inhalten (Diagnostik, Intervention, Forschung / Evaluation) unterscheidet. Darauf aufbauend wurde ein 18-Item-Fragebogen konstruiert, der die SWE polyvalent in Bachelor und Master sowie in den Anwendungsbereichen der Arbeits-, Organisations- und Wirtschaftspsychologie, Klinischen und Pädagogischen Psychologie mittels Vignettentechnik erfasst. Die Matrix-Struktur wurde an N = 1 242 Psychologiestudierenden konfirmatorisch geprüft und gegen alternative Modelle getestet. Es zeigen sich gute Modellfits, skalare Messinvarianz des Fragebogens über Studiengänge und Anwendungsbereiche sowie theoriekonforme Korrelationen der sechs Faktoren mit beruflicher SWE, akademischem Selbstkonzept und Neurotizismus. Erste Ergebnisse zeigen einen faktorspezifischen Anstieg der SWE im Studienverlauf und Übereinstimmungsvaliditäten mit Leistungsindikatoren und Berufserfahrungen.
Abstract. This article focuses on the self-efficacy of psychology students, defined as personal belief to successfully master psychological tasks. In tertiary educational contexts, self-efficacy is most predictive of academic and occupational success. However, a framework of self-efficacy in undergraduate psychology courses does not exist. We first postulate a two-dimensional model differentiating between operations (selection / assessment, designing, realization) and contents (diagnostics, intervention, research / evaluation). This framework was operationalized by a newly developed scale, which consists of 18 items to measure self-efficacy in undergraduate courses in 3 areas of application, namely, industrial and organizational psychology, clinical, and educational psychology, using the vignette technique. In a study with N = 1 242 psychology students, we confirmed the internal structure of a two-dimensional model, scalar measurement invariance, and hypothetical correlations with occupational self-efficacy, academic self-concept, and neuroticism. Results indicate higher mean values in self-efficacy for advanced-semester students and concurrent validity for academic performance and work experience.
Literatur
(2004). Die Prognose des Berufserfolgs von Hochschulabsolventinnen und -absolventen: Befunde zur ersten und zweiten Erhebung der Erlanger Längsschnittstudie BELA-E. Zeitschrift für Arbeits- und Organisationspsychologie, 48, 4 – 16.
(2015). Tracking job performance trajectories over time: A six-year longitudinal study. European Journal of Work and Organizational Psychology, 24, 560 – 577.
(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191 – 215.
(1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child development, 67, 1206 – 1222.
(2006). Career self-efficacy theory: Back to the future. Journal of Career Assessment, 14, 3 – 11.
(2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1 – 40.
(2009). The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences, 19, 387 – 403.
(2013). Berufenet. Verfügbar unter http://berufenet.arbeitsagentur.de/berufe/index.jsp
(2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Taylor & Francis Group.
(1986). The effects of mathematics task performance on math self-efficacy and task interest. Journal of Vocational Behavior, 28, 149 – 162.
(2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 55 – 66.
(2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464 – 504.
(2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4, 62 – 83.
(2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121 – 149.
(2003). Separating trait effects from trait-specific method effects in multitrait-multimethod models: A multiple-indicator CT-C (M-1) model. Psychological Methods, 8, 38 – 60.
(2015) CoCheck. Kommunikation und Förderung berufsbezogener Kompetenzen im Bachelor- und Masterstudium (Projektberichte Abteilung Wirtschaftspsychologie, Heft 2, 2015). Trier: Universität Trier, Fachbereich I – Psychologie.
(2004). O*NET dictionary of occupational titles (3rd ed.). Indianapolis, IN: JIST Works.
(2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499 – 505.
(2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161 – 186.
(2012). How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability. Psychological Bulletin, 138, 296 – 321.
(2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14, 92 – 115.
(2003). Action regulation theory: A practical tool for the design of modern work processes? European Journal of Work and Organizational Psychology, 12, 105 – 130.
(1995).
Self-efficacy in career choice and development . In A. BanduraEd., Self-efficacy in changing societies (pp. 232 – 258). New York, NY: Cambridge University Press.(2007). The five-factor model and career self-efficacy: General and domain-specific relationships. Journal of Career Assessment, 15, 145 – 161.
(2010). Ursachen des Studienabbruchs in Bachelor- und in herkömmlichen Studiengängen. Hannover: HIS:Forum Hochschule.
(2016).
Student motivation: Current theories, constructs, and interventions within an expectancy-value framework . In A. A. LipnevichF. PreckelR. D. RobertsEds., Psychosocial skills and school systems in the 21st century. Theory, research, and practice (pp. 241 – 278). New York, NY: Springer.(2010). Forschungsmethoden in Psychologie und Sozialwissenschaften für Bachelor. Berlin / Heidelberg: Springer.
(1997). Berliner Intelligenzstruktur-Test, Form 4. Göttingen: Hogrefe.
(2002). Relationship of personality to performance motivation: A meta-analytic review. Journal of Applied Psychology, 87, 797 – 807.
(2005). Qualifikationsrahmen für Deutsche Hochschulabschlüsse. Verfügbar unter http://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/2005/2005_04_21-Qualifikationsrahmen-HS-Abschluesse.pdf
(1987). Comparison of three theoretically derived variables in predicting career and academic behavior: Self-efficacy, interest congruence, and consequence thinking. Journal of Counseling Psychology, 34, 293 – 298.
(2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40, 80 – 89.
(1984). Self description questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153 – 174.
(1999). Test theory: A unified treatment. Mahwah, NJ: Lawrence Erlbaum Associates.
(2014). Erprobung verschiedener Skalen zur Erfassung der beruflichen Selbstwirksamkeit. Unveröffentlichte Bachelorarbeit, Universität Trier.
(1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190 – 198.
(2016, September). Kompetenzerwartungen für die psychologische Berufspraxis: Facettentheoretische Modellierung und Messung. Vortrag beim 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPS), Leipzig.
(2005). Kurzversion des Big Five Inventory (BFI-K): Entwicklung und Validierung eines ökonomischen Inventars zur Erfassung der fünf Faktoren der Persönlichkeit. Diagnostica, 51, 195 – 206.
(2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353 – 387.
(2008). Short version of the occupational self-efficacy scale: Structural and construct validity across five countries. Journal of Career Assessment, 16, 238 – 255.
(2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261 – 288.
(2008). Psychodiagnostik in der Praxis: State of the art. Klinische Diagnostik und Evaluation, 1, 5 – 18.
(2013).
Career construction theory and practice . In S. D. BrownR. W. LentEds., Career development and counseling: Putting theory and research to work (2nd ed., pp. 147 – 183). Hoboken, NJ: Wiley.(2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin. Manuscript submitted for publication.
(1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207 – 231.
(2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4 – 70.
(1992). Organizational entry: Recruitment, selection, orientation, and socialization of newcomers (2nd ed.). Reading, MA: Addison-Wesley.
(2006). The big five personality dimensions and entrepreneurial status: A meta-analytical review. Journal of Applied Psychology, 91, 259 – 271.
