Validation of the individual and collective self-efficacy scale for teaching writing in post-secondary faculty
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Faculty actions in the classroom are known to impact student writing self-efficacy and academic achievement. The purpose of this paper was to validate Locke and Johnston’s Individual and Collective Self-Efficacy for Teaching Writing Scales, a tool originally validated in high school teachers, in a new population of post-secondary faculty. Exploratory and confirmatory factor analysis methods were used in two studies with independent samples of multidisciplinary faculty (N = 281) for the exploratory factor analysis (Study 1) and nursing discipline specific faculty (N = 187) for the confirmatory factor analysis (Study 2). Three factors were identified in the questionnaire which maintained the essence of the theoretical structure proposed by Locke and Johnston. Factor 1 was named Context and Process Competencies, Factor 2 Textural Competencies, and Factor 3 Motivational Competencies. This factor structure was confirmed with acceptable goodness of fit in the confirmatory factor analysis Study 2. Learning to be a teacher of writing is a developmental process and this measurement tool has important validation information that speaks to its usefulness in understanding that process. • Instructional practices are known to impact student achievement levels. • Faculty individual self-efficacy for teaching writing is three factors. • Faculty undergo a slow enculturation practice to teaching writing. • This scale can be used to assess impact of teacher agency on student outcomes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it