Abstract
There is an ever-increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self-efficacy. However, little research on self-efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self-Efficacy for School Psychologists Research Version (HIS-SP-RV), a preexisting measure of self-efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS-SP-RV is not a valid measure of trainee self-efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self-Efficacy (HITS). Results supported the validity of a five-factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 655-670 |
| Number of pages | 16 |
| Journal | Psychology in the Schools |
| Volume | 54 |
| Issue number | 6 |
| DOIs | |
| State | Published - Jul 1 2017 |
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ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF-EFFICACY. / Lockwood, Adam B.; McClure, John R; Sealander, Karen A; Baker, Courtney N.
In: Psychology in the Schools, Vol. 54, No. 6, 01.07.2017, p. 655-670.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF-EFFICACY
AU - Lockwood, Adam B.
AU - McClure, John R
AU - Sealander, Karen A
AU - Baker, Courtney N.
PY - 2017/7/1
Y1 - 2017/7/1
N2 - There is an ever-increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self-efficacy. However, little research on self-efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self-Efficacy for School Psychologists Research Version (HIS-SP-RV), a preexisting measure of self-efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS-SP-RV is not a valid measure of trainee self-efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self-Efficacy (HITS). Results supported the validity of a five-factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.
AB - There is an ever-increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self-efficacy. However, little research on self-efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self-Efficacy for School Psychologists Research Version (HIS-SP-RV), a preexisting measure of self-efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS-SP-RV is not a valid measure of trainee self-efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self-Efficacy (HITS). Results supported the validity of a five-factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.
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U2 - 10.1002/pits.22016
DO - 10.1002/pits.22016
M3 - Article
VL - 54
SP - 655
EP - 670
JO - Psychology in the Schools
JF - Psychology in the Schools
SN - 0033-3085
IS - 6
ER -