Abstract
The literature in social work demonstrates that there is interest among social work faculty in measuring the nature and extent of students’ educational outcomes. While professional competency is a commonly accepted global outcome, there is a paucity of practical and psychometrically supported measures. A series of studies have sought to develop a new and theoretically based measure of educational outcomes that are logically related to measures of social work professional competence. The Evaluation Self-Efficacy scale-III (ESE-III) is a revision of the original Evaluation Self-Efficacy scale (ESE) and the Evaluation Self-Efficacy scale-II (ESE-II) that were created to assess student progress in graduate courses focused on evaluation methods. The social cognitive theory–derived ESE-III was tested with a final sample (complete pairs of pretest and posttest) of 113 master’s degree-level students in a single-group, pretest-posttest study. At pretest and posttest, a single-factor structure was demonstrated for the ESE-III with adequate reliability indices. Evidence was established for convergent construct validity and the scale was sensitive to changes over time in students’ self-efficacy. The results provide evidence regarding the psychometric properties of data obtained using the ESE-III.
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Notes
- 1.
k = the number of studies in a meta-analysis
- 2.
Stat sig = statistically significant
- 3.
The acronym preceding the N is the scale used in the study.
- 4.
N = sample size of study
- 5.
Holden et al. (2017a) appears three times because a series of three separate studies were included in that single paper.
- 6.
16-month students are a group that does a more time compressed MSW program.
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Holden, G., Barker, K., Kuppens, S. (2022). The Evaluation Self-Efficacy Scale – III. In: Opačić, A. (eds) Social Work in the Frame of a Professional Competencies Approach. European Social Work Education and Practice. Springer, Cham. https://doi.org/10.1007/978-3-031-13528-6_8
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