Measure Overview
The purpose of this measure is “to have participants assess their ability to function as a scientist in a variety of tasks.”
In other words, students’ confidence in their abilities to function as scientists. In the original paper, this measure is referred to as “Scientific Self-Efficacy”
Measure Information
- Scale
- Target Population
- NIH DPC Hallmark
- Key Citations
- Instructions
- Validity Evidence and Other Information
The measure was first published in Estrada et. al. 2011 and is therefore under copyright by the American Psychological Association (APA). However, an open access version of this publication can be found through PMC at this link:
The items in the scale, as well as the Likert-type response options can be found in the Methods section under Measures: Research Self-Efficacy
APA Disclaimer: The above linked manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at www.apa.org/pubs/journals/edu
- Undergraduate Student
- Graduate Student
- Postdoc
STU-2
FAC-6
ADAPTED FROM: Chemers, M. M., Syed, M., Goza, B. K., Zurbriggen, E. L., Bearman, S., Crosby, F. J., et al.(2010).The role of self-efficacy and identity in mediating the effects of science support programs. Technical Report No. 5. Santa Cruz, CA: University of California.
Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority wtudent integration into the scientific community. Journal of Educational Psychology, 103(1), 206–222. https://doi.org/10.1037/a0020743
This is a six-item scale (see Estrada et al. 2011); rated on a scale of 1 (Not at all confident) to 5 (absolutely confident). Items include “use technical science skills (use of tools, instruments, and/or techniques),” “generate a research question to answer,” “figure out what data/observations to collect and how to collect them,” “create explanations for the results of the study,” “use scientific literature and/or reports to guide research,” and “develop theories (integrate and coordinate results from multiple studies).”
ADAPTED FROM: Chemers, M. M., Syed, M., Goza, B. K., Zurbriggen, E. L., Bearman, S., Crosby, F. J., et al.(2010).The role of self-efficacy and identity in mediating the effects of science support pro-grams. Technical Report No. 5. Santa Cruz, CA: University of California.
Estrada: Participants included a longitudinal panel of 1053 science students from 50 universities across the US in 2005. The undergraduates were primarily in their early twenties (median = 22, range = 18 to 48), female (71%), and split between those of African American (42%) or Hispanic/Latino/Latina (43%) descent. There were similar demographics for graduate students. Alpha=0.91
Would potentially need to be adapted or revalidated for use with faculty if needed for DPC Hallmark of Success FAC-6