Rescaling the Longitudinal Assessment of Engineering Self-Efficacy V3.0 for Undergraduate Engineering Students.

Yoon, So Yoon; Sorby, Sheryl A.

Since its development in 2006, the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) V3.0 instrument with six constructs indicated by 31 items has been a popular tool used in engineering education research in the United States. However, there has been lack of validity and reliability evidence in the literature beyond its initial development, with an indication of multicollinearity between its two engineering self-efficacy constructs. This study aimed to rescale the LAESE V3.0 through factor analyses after a modification of items, providing construct validity evidence for the revised instrument. With data from 997 engineering students at three institutions, exploratory and confirmatory factor analyses resulted in the Revised LAESE V3.0, consisting of 16 items loading across four factors in a good model fit range: Engineering Self-Efficacy, Engineering Career Expectations, Sense of Belonging, and Coping Self-Efficacy. The nonlinear SEM (structural equation modeling) reliability coefficients for individual factors ranged from.76 to.84, with the overall Omega for the ordinal data of.92, demonstrating acceptable internal consistency reliability.

PSYCHOLOGICAL adaptation; ATTITUDE (Psychology); ENGINEERING; FACTOR analysis; GROUP identity; RESEARCH methodology; RESEARCH evaluation; SELF-efficacy; VOCATIONAL guidance; STRUCTURAL equation modeling; MULTITRAIT multimethod techniques; UNDERGRADUATES; RESEARCH methodology evaluation

Journal of Psychoeducational Assessment, 2020, Vol 38, Issue 2, p209

0734-2829

Academic Journal

10.1177/0734282919830564