1999;83:397-408. doi: 10.1002/(SICI)1098-237X(199907)83:4<397::AID-SCE1>3.0.CO;2-#.

The development of a college biology self-efficacy instrument for nonmajors.

Science Education

Julie A Baldwin, Diane Ebert-May, Dennis J Burns

UIID-EM: 5 Bookshelf ID: 1999-05860-001 DOI: 10.1002/(SICI)1098-237X(199907)83:4<397::AID-SCE1>3.0.CO;2-#

Abstract

Created and evaluated the Biology Self-Efficacy Scale as a measure to determine students' self-reported confidence in understanding and using biology in their lives. The development of the instrument was based on social cognitive theory. 1,096 nonbiology-major students (aged 17–40 yrs), enrolled in a biology course, completed the self-efficacy questionnaire and a national examination to assess students' change in biological literacy. Factor analysis supported the contention that the Biology Self-Efficacy Scale was a multidimensional construct consisting of at least 3 dimensions: methods of biology, generalization to other biology/science courses and analyzing data, and application of biological concepts and skills. Results indicate that the Biology Self-Efficacy Scale is a valid and reliable tool for studying nonbiology majors' confidence in mastering biological literacy. Implications for the instrument leading to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' desire to understand and study biology. The self-efficacy instrument is appended. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Keywords: development & factor structure & validity criteria analysis of Biology Self-Efficacy Scale; assessment of college biology self-efficacy; 17–40 yr old nonbiology-majors enrolled in biology course; Biology; Factor Structure; College Students

Publication Types

• Journal Article