Psychometric Properties of the Computer Self-Efficacy Scale for EXANI-II
Keywords:
Information technology, psychometrics, measurement instruments.Supporting Agencies:
Ceneval, A.C.Abstract
The impact of Information and Communication Technologies on students’ academic performance has been studied from many perspectives, including computer self-efficacy scales (CSE), which have been used as predictors of students’ knowledge and real-world skills (Johnson, 2005; Marakas, Johnson and Clay, 2007). The aim of this study was the analysis of the psychometric properties of a CSE scale and its association with performance on the National Entrance Examination for Higher Education (EXANI-II). Results on a national sample (n = 548756) suggest that the scale has good reliability (α=.92), acceptable fit indicators (RMSEA =.05, CFI = .96) and statistically significant association (r=.346) with performance on the EXANI-II. Findings confirm the relevance of CSE as a predictor of academic performance.Downloads
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References
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Johnson, R. D. (2005). An empirical investigation of sources of application specific computer self-efficacy and mediators of the efficacy - performance relationship. International Journal of Human – Computer Studies, 62, 737-758.
Johnson, R. D. & Marakas, G. M. (2000). The role of behavioral modeling in computer skills acquisition: Toward refinement of the model. Information Systems Research, 11 (4), 403-417.
Jöreskog, K. & Sörbom, D. (2006). LISREL 8.80 for Windows [Software de cómputo]. Lincolnwood, Illinois: Scientific Software International.
Linacre, J. M. (2007). Winsteps: Rasch measurement (Versión 3.64.2) [Software de cómputo]. Chicago, Illinois: MESA Press.
Mann, D., Shakeshaft C., Becker, J. & Kottkamp, R. (1999). West Virginia Story: Achievements gains from a state wide comprehensive instructional technology program. Virginia, EE. UU.: West Virginia Department of Education.
Marakas, G. M., Johnson, R. D. & Clay, P. F. (2007). The evolving nature of the computer self-efficacy construct: An empirical investigation of measurement construction, validity, reliability and stability over time. Journal of the Association for Information Systems, 8 (1), 16-46.
Marakas, G. M., Yi, M. Y. & Johnson, R. D. (1998). The multilevel and multifaceted character of computer self-efficacy: Toward clarification of the construct and an integrative framework for research. Information Systems Research 9 (2), 126-163.
Martínez, J. A., León, R. & Reyes, I. (2009). Los usos de la computadora por estudiantes universitarios: conocimiento y dominio. Conferencia presentada en el XXV Simposio Internacional de Computación en la Educación. México D.F.,: Sociedad Mexicana de Computación en la Educación (SOMECE).
Naval, C., Sábada, C., X. Bringué, B. & Pérez-Alonso, P. (2003). Los lenguajes de las pantallas. Impacto en las relaciones sociales de los jóvenes y retos educativos. XXII Seminario Interuniversitario de Teoría de la Educación: Otros Lenguajes en Educación. Recuperado de http://www.ucm.es/info/site/site22f.html
Organization for Economic Co-operation and Development (2005). Are students ready for a technology-rich world? What PISA study tell us. Recuperado de http://www.oecd.org/document/31/0,3343,en_32252351_32236173_35995743_1_1_1_1,00.html
Park, H. S. (2008). The impact of technology use on hispanic students´ mathematics achievement within family and school contexts: Subgroup analysis between English and non-English-speaking students. Journal of Educational Computing Research, 38 (4), 453-468.
Tremblay, S., Ross, N. & Berthelot, J.-M. (2001). Factors affecting grade 2 student performance in Ontario: A multilevel analysis. Education Quarterly Review, 7, 25-36.
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, New Jersey: Educational Testing Service.
Wood, R. E. & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14 (3), 361–384.
Wright, B. D. & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8 (3), 370. Recuperado de http://www.rasch.org/rmt/rmt83b.htm
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
Bussière, P. & Gluszynski, T. (2004). The impact of computer use on reading achievement of 15-years-olds. Quebec, Canadá: The Learning Policy Directorate, Strategic Policy
Castells, M. (2001). La galaxia Internet: reflexiones sobre internet, empresa y sociedad. Barcelona, España: Areté.
Centro Nacional de Evaluación para la Educación Superior. (2008). Metodología Ceneval. Distrito Federal, México: Autor.
Centro Nacional de Evaluación para la Educación Superior. (2009). Estructura del cuestionario de contexto para EXANI II 2010 [Documento técnico]. Distrito Federal, México: Autor.
Centro Nacional de Evaluación para la Educación Superior. (en prensa). Plan de desarrollo del sistema integral de cuestionarios de contexto. Distrito Federal, México: Autor.
Cole, D. & Maxwell, S. E. (1985). Multitrait-multimethod comparisons across populations: A confirmatory factor analysis approach. Multivariate Behavioral Research, 20 (4), 147-167.
Coll, C., Mauri, T. & Onrubia, J. (2008). Análisis de los usos reales de las TIC en contextos educativos formales: una aproximación sociocultural. Revista Electrónica de Investigación Educativa, 10(1), 1-18. Recuperado de http://redie.uabc.mx/vol10no1/contenido-coll2.html
Compeau, D. R. & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19 (2), 189-212.
Corbett, B. A. & Willms, D. (2002). Information and communication technology: Access and use [Catalogue no. 81-003-XIE]. Education Quarterly Review, 8 (4), 8-15. Statistic Canada, Minister of Industry. Recuperado de http://www.statcan.gc.ca/pub/81-003-x/81-003-x2001004-eng.pdf
Fertig, M. (2003). Who’s to blame? The determinants of German students’ achievement in PISA 2000 study [Documento de discussion Núm. 739]. Bonn, Alemania: IZA.
Fetter, M. S. (2009). Graduating nurses’ self-evaluation of information technologies competencies. Research Brief, 48 (2), 86-90.
Fuchs, T. & Wöessmann, L. (2004). Computer and students learning: Bivariate and multivariate evidence on the availability and use of computers at home and at school [Documento de trabajo de CESifo, núm. 1321]. Recuperado de http://papers.ssrn.com/sol3/papers.cfm?abstract_id=619101
González, J. A. (1999). Tecnología y percepción social evaluar la competencia tecnológica. Estudios sobre las Culturas Contemporáneas, 5(9), 155-165. Recuperado de http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=31600908
González, M. J. (2007). Modelamiento de Ecuaciones Estructurales. Manuscrito no publicado.
Harrison, C., Comber, CH., Fisher, T., Haw, K., Lewin, C., Lunzer, E., et al. (2002). ImpaCT2: The Impact of Information and Communication Technologies on Pupils Learning and Attainment. ICT in Schools Research and Evaluation Series No.7. British Educational Communication and Technology Agency. Recuperado de www.becta.org.uk/research/impact2
Hernández, G. (2009). Las TIC como herramientas para pensar e interpensar: un análisis conceptual y reflexiones sobre su empleo. En F. Díaz-Barriga, G. Hernández y M. A. Rigo, Aprender y enseñar con TIC en educación superior: contribuciones del socioconstructivismo (pp. 17-62). México, D.F.: Facultad De Psicología, UNAM.
Herrera, M., García, I., Monroy, L. & Pérez, R. (2009). Escalamiento de variables de contexto (Cuaderno Técnico Núm. 7). México: Ceneval.
Hu, L. & Bentler, P. M. (1995). Evaluating model fit. En R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 76-99). California, EE. UU.: Sage Publications.
Jackson, L. A., von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y. & Fitzgerald, H. E. (2006). Does home internet use influence the academic performance of low-income children? Developmental Psychology, 42 (3), 429-435. Recuperado de http://www.apa.org/pubs/journals/releases/dev-423429.pdf
Johnson, R. D. (2005). An empirical investigation of sources of application specific computer self-efficacy and mediators of the efficacy - performance relationship. International Journal of Human – Computer Studies, 62, 737-758.
Johnson, R. D. & Marakas, G. M. (2000). The role of behavioral modeling in computer skills acquisition: Toward refinement of the model. Information Systems Research, 11 (4), 403-417.
Jöreskog, K. & Sörbom, D. (2006). LISREL 8.80 for Windows [Software de cómputo]. Lincolnwood, Illinois: Scientific Software International.
Linacre, J. M. (2007). Winsteps: Rasch measurement (Versión 3.64.2) [Software de cómputo]. Chicago, Illinois: MESA Press.
Mann, D., Shakeshaft C., Becker, J. & Kottkamp, R. (1999). West Virginia Story: Achievements gains from a state wide comprehensive instructional technology program. Virginia, EE. UU.: West Virginia Department of Education.
Marakas, G. M., Johnson, R. D. & Clay, P. F. (2007). The evolving nature of the computer self-efficacy construct: An empirical investigation of measurement construction, validity, reliability and stability over time. Journal of the Association for Information Systems, 8 (1), 16-46.
Marakas, G. M., Yi, M. Y. & Johnson, R. D. (1998). The multilevel and multifaceted character of computer self-efficacy: Toward clarification of the construct and an integrative framework for research. Information Systems Research 9 (2), 126-163.
Martínez, J. A., León, R. & Reyes, I. (2009). Los usos de la computadora por estudiantes universitarios: conocimiento y dominio. Conferencia presentada en el XXV Simposio Internacional de Computación en la Educación. México D.F.,: Sociedad Mexicana de Computación en la Educación (SOMECE).
Naval, C., Sábada, C., X. Bringué, B. & Pérez-Alonso, P. (2003). Los lenguajes de las pantallas. Impacto en las relaciones sociales de los jóvenes y retos educativos. XXII Seminario Interuniversitario de Teoría de la Educación: Otros Lenguajes en Educación. Recuperado de http://www.ucm.es/info/site/site22f.html
Organization for Economic Co-operation and Development (2005). Are students ready for a technology-rich world? What PISA study tell us. Recuperado de http://www.oecd.org/document/31/0,3343,en_32252351_32236173_35995743_1_1_1_1,00.html
Park, H. S. (2008). The impact of technology use on hispanic students´ mathematics achievement within family and school contexts: Subgroup analysis between English and non-English-speaking students. Journal of Educational Computing Research, 38 (4), 453-468.
Tremblay, S., Ross, N. & Berthelot, J.-M. (2001). Factors affecting grade 2 student performance in Ontario: A multilevel analysis. Education Quarterly Review, 7, 25-36.
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, New Jersey: Educational Testing Service.
Wood, R. E. & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14 (3), 361–384.
Wright, B. D. & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8 (3), 370. Recuperado de http://www.rasch.org/rmt/rmt83b.htm
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2014-06-19
