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Measuring self-concept of one’s own ability with experiment-based behaviour assessment: towards the construct validity of three scoring variants

Author(s): Martina Frebort | Michaela M. Wagner-Menghin

Journal: Psychological Test and Assessment Modeling
ISSN 2190-0493

Volume: 53;
Issue: 1;
Start page: 35;
Date: 2011;
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Keywords: verbal academic self-concept | fair scoring | Rasch model | construct validity of LEWITE

Self-concept of one’s ability is an important construct influencing academic performance (Elliot & Dweck, 2005). The present study deals with the self-concept of one’s domain-specific prior knowledge in Psychology. Here, it is measured indirectly through WITE-Psychology (Frebort, unpublished), a knowledge test that measures Psychology student applicants’ Psychology knowledge. To measure self-concept of one’s domain-specific prior knowledge in Psychology, Wagner-Menghin’s (2004) scoring variant was used. However, this scoring variant entailed certain problems such as disadvantaging able testees under some testing conditions and reducing to the overestimation aspect while neglecting underestimation. The present study suggests two new scoring variants (“alternative tendency” score; “sense of reality” score) that overcome the one or the other problematic aspect, respectively. For the original scoring variant (“tendency” score), as well as for the two new scoring variants, unidimensionality is proven through the conditional Likelihood-Ratio test (Andersen, 1973) and graphical model checks. Furthermore, with the correlation coefficient indicating the relationship of each of the three scores to Psychology knowledge, another aspect of construct validity is tested.Results indicate that for one of the two new scoring variants (“sense of reality” score), items do not cover the latent continuum well; the other new scoring variant (“alternative tendency” score) is one-dimensional and shows the expected independency of Psychology knowledge. For this reason, it is suggested as a promising alternative to the original scoring variant under certain testing conditions.
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