Gender Fairness in Self-Efficacy? A Rasch-Based Validity Study of the General Academic Self-Efficacy Scale (GASE)

ABSTRACT

Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines.

KEYWORDS:

• Gender bias
• DIF
• general academic self-efficacy
• higher education

Acknowledgements

The authors wish to acknowledge the following people for their part in the translation and adaption of the PSEQ scale into Danish: Jolene Lee Masters Pedersen, Rikke Lund, Ulla Christensen, Ingelise Andersen, Agnete S. Dissing, University of Copenhagen, Department of Public Health, Section of Social Medicine, and Nanette Hale, independent translator.