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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
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.
References
American Psychological Association. (2020). Journal article reporting standards (JARS). https://apastyle.apa.org/jars/index. Accessed 13 Feb 2022.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037//0033-295x.84.2.191
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bandura, A. (2004). Swimming against the mainstream: The early years from chilly tributary to transformative mainstream. Behaviour Research and Therapy, 42(6), 613–630. https://doi.org/10.1016/j.brat.2004.02.001
Bandura, A. (2006a). Guide for constructing self-efficacy scales. In F. Pajares & T. C. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). InformationAge Publishing.
Bandura, A. (2006b). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating an objective structured clinical examination (OSCE) adapted for social work. Research on Social Work Practice, 22(4), 428–436. https://doi.org/10.1177/1049731512437557
Carpenter, J., Shardlow, S. M., Patsios, D., & Wood, M. (2013). Developing the confidence and competence of newly qualified child and family social workers in England: Outcomes of a national programme. British Journal of Social Work, 45(1), 153–176. https://doi.org/10.1093/bjsw/bct106
Clarivate Analytics. (2020). Web of Science platform: Web of science: Summary of coverage. https://clarivate.libguides.com/webofscienceplatform/coverage. Accessed 20 Apr 2020.
Cliff, N. (1987). Analyzing multivariate data. Harcourt Brace.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
Collins, S. (2015). Alternative psychological approaches for social workers and social work students dealing with stress in the UK: Sense of coherence, challenge appraisals, self-efficacy and sense of control. British Journal of Social Work, 45(1), 69–85. https://doi.org/10.1093/bjsw/bct103
Council on Social Work Education. (2008). 2008 educational policy and accreditation standards. http://www.cswe.org/Accreditation/2008EPASDescription.aspx. Accessed 16 Aug 2017.
Council on Social Work Education. (2015). 2015 educational policy and accreditation standards. https://www.cswe.org/getattachment/Accreditation/Standards-and-Policies/2015-EPAS/2015EPASAssessmentSampleCharts1-9-17.pdf.aspx. Accessed 16 Aug 2017.
Cronbach, L. (1963). Course improvement through evaluation. Teachers College Record, 64(8), 672–683.
Cumming, G. (2012). Exploratory software for confidence intervals, ESCI. http://www.latrobe.edu.au/psychology/research/research-areas/cognitive-and-developmental-psychology/esci. Accessed 10 July 2017.
Cumming, G. (2015). The new statistics: Why and how. Psychological Science, 25(1), 7–29. https://doi.org/10.1177/0956797613504966
Cumming, G., & Calin-Jageman, R. (2017). Introduction to the new statistics: Estimation, open science and beyond. Routledge.
Cuzzi, L. C., Holden, G., Rutter, S., Rosenberg, G., & Chernack, P. (1996). A pilot study of fieldwork rotations vs. year long placements for social work students in a public hospital. Social Work in Health Care, 24(1–2), 73–91. https://doi.org/10.1300/J010v24n01_05
Cuzzi, L. C., Holden, G., Chernack, P., Rutter, S., & Rosenberg, G. (1997). Evaluating social work field instruction: Rotations versus year-long placements. Research on Social Work Practice, 7(3), 402–414. https://doi.org/10.1177/104973159700700308
Drisko, J. (2014). Competencies and their assessment. Journal of Social Work Education, 50(3), 414–426. https://doi.org/10.1080/10437797.2014.917927
Eich, E. (2014). Business not as usual. Psychological Science, 25(1), 3–6. https://doi.org/10.1177/0956797613512465
Evans, E. N. (1992). Liberation theology, empowerment theory and social work practice with the oppressed. International Social Work, 35(2), 135–147. https://doi.org/10.1177/002087289203500204
Frans, D. J. (1993). A scale for measuring social worker empowerment. Research on Social Work Practice, 3(3), 312–328. https://doi.org/10.1177/104973159300300305
Gutiérrez, L. (1991). Empowering women of color: A feminist model. In M. Bricker-Jenkins, N. R. Hooyman, & N. Gottlieb (Eds.), Feminist social work practice in clinical settings (pp. 199–214). Sage.
Gutiérrez, L., & Lewis, E. A. (1999). Empowerment: A model for practice. In L. M. Gutiérrez & E. A. Lewis (Eds.), Empowering women of color (pp. 3–23). Columbia University Press.
Gutiérrez, L., Parsons, R. J., & Cox, E. O. (1998). A model for empowerment practice. In L. M. Gutiérrez, R. J. Parsons, & E. O. Cox (Eds.), Empowerment in social work practice: A sourcebook (pp. 3–23). Brooks Cole.
Holden, G. (1991). The relationship of self-efficacy appraisals to subsequent health related outcomes: A meta-analysis. Social Work in Health Care, 16(1), 53–93. https://doi.org/10.1300/j010v16n01_05
Holden, G., Moncher, M. S., Schinke, S. P., & Barker, K. M. (1990). Self-efficacy of children, and adolescents: A meta-analysis. Psychological Reports, 66(3), 1044–1046. https://doi.org/10.2466/pr0.1990.66.3.1044
Holden, G., Cuzzi, L. C., Rutter, S., Rosenberg, G., & Chernack, P. (1996). The hospital social work self-efficacy scale: Initial development. Research on Social Work Practice, 6(3), 353–365. https://doi.org/10.1177/104973159600600306
Holden, G., Cuzzi, L. C., Rutter, S., Chernack, P., & Rosenberg, G. (1997a). The hospital social work self-efficacy scale: A replication. Research on Social Work Practice, 7(4), 490–499. https://doi.org/10.1177/104973159700700404
Holden, G., Cuzzi, L. C., Rutter, S., Chernack, P., Spitzer, W., & Rosenberg, G. (1997b). The hospital social work self-efficacy scale: A partial replication and extension. Health & Social Work, 22(4), 256–263. https://doi.org/10.1093/hsw/22.4.256
Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (1999). Research self-efficacy: A new possibility for educational outcomes assessment. Journal of Social Work Education, 35(3), 463–476. https://doi.org/10.1080/10437797.1999.10778982
Holden, G., Meenaghan, T., Anastas, J., & Metrey, G. (2002). Outcomes of social work education: The case for social work self-efficacy. Journal of Social Work Education, 38(1), 115–133. http://www.jstor.org/stable/23043650
Holden, G., Anastas, J., & Meenaghan, T. (2003). Determining attainment of the EPAS foundation program objectives: Evidence for the use of self-efficacy as an outcome. Journal of Social Work Education, 39(3), 425–440. https://doi.org/10.1080/10437797.2003.10779147
Holden, G., Anastas, J., & Meenaghan, T. (2005). EPAS objectives and foundation practice self-efficacy: A replication. Journal of Social Work Education, 41(3), 559–570. http://www.jstor.org/stable/23045025
Holden, G., Barker, K., Rosenberg, G., & Onghena, P. (2007). Assessing progress towards accreditation related objectives: Evidence regarding the use of self-efficacy as an outcome in the advanced concentration research curriculum. Research on Social Work Practice, 17(4), 456–465. https://doi.org/10.1177/1049731506297474
Holden, G., Barker, K., Rosenberg, G., & Onghena, P. (2008). The evaluation self-efficacy scale: A replication. Research on Social Work Practice, 18(1), 42–46. https://doi.org/10.1177/1049731507303954
Holden, G., Barker, K., Kuppens, S., & Rosenberg, G. (2017a). Self efficacy regarding social work competencies. Research on Social Work Practice, 27(5), 594–606. https://doi.org/10.1177/1049731515586466
Holden, G., Barker, K., Kuppens, S., & Rosenberg, G. (2017b). The evaluation self-efficacy scale – II: A replication and extension. SAGEOpen. https://doi.org/10.1177/2158244017728323
Honig, F. (1995). When you can’t ask their names: Linking anonymous respondents with the Hogben number. Australian Journal of Public Health, 19(1), 94–96. https://doi.org/10.1111/j.1753-6405.1995.tb00305.x
Hornstein, H. A., & Law, H. F. E. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4(1), 1–8. https://doi.org/10.1080/2331186X.2017.1304016
Howard, G. S., & Dailey, P. R. (1979). Response shift bias: A source of contamination of self- report measures. Journal of Applied Psychology, 64(2), 144–150. https://doi.org/10.1037/0021-9010.64.2.144
Jacobson, J. M., Osteen, P. J., & Sharpe, T. L. (2012). Randomized trial of suicide gatekeeper training for social work student. Research on Social Work Practice, 22, 270–281. https://doi.org/10.1177/1049731511436015
Lawrence, J. W. (2018). Student evaluations of teaching are not valid. American Association of University Professors. https://www.aaup.org/article/student-evaluations-teaching-are-not-valid#.XkhhOjFKibg. Accessed 16 Aug 2018.
Maxwell, N., Scourfield, J., Holland, S., Featherstone, B., & Lee, J. (2012). The benefits and challenges of training child protection social workers in father engagement. Child Abuse Review, 21(4), 299–310. https://doi.org/10.1002/car.2218
McDonald, C. (2007). “This is who we are and this is what we do”: Social work education and self-efficacy. Australian Social Work, 60(1), 83–93. https://doi.org/10.1080/03124070601166737
Morton, M. H., & Montgomery, P. (2012). Youth empowerment programs for improving adolescents’ self-efficacy and self-esteem. Research on Social Practice, 23(1), 22–33. https://doi.org/10.1177/1049731512459967
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. http://eprints.keele.ac.uk/877/1/Open%20Science%20%28Science%20Pre-Print%29.pdf. Accessed 23 July 2019.
Oxhandler, H. K., & Parrish, D. E. (2016). The development and validation of the religious/spiritually integrated practice assessment scale. Research on Social Work Practice, 26(3), 295–307. https://doi.org/10.1177/1049731514550207
Parker, J. (2005). Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment. Journal of Practice Teaching, 6(3), 8–30. https://doi.org/10.1921/jpts.v6i3.333
Parker, J. (2006). Developing perceptions of competence during practice learning. British Journal of Social Work, 36(6), 1017–1036. https://doi.org/10.1093/bjsw/bch347
Parker, J., Hughes, M., & Rutter, L. (2006–2007). ‘Shadowing’ and its place in preparing students for practice learning. Journal of Practice Teaching & Learning, 7(3), 49–69. https://doi.org/10.1921/19643
Parrish, D. E., Oxhandler, H. K., Duron, J. F., Swank, P., & Bordnick, P. (2016). Feasibility of virtual reality environments for adolescent social anxiety disorder. Research on Social Work Practice, 26(7), 825–835. https://doi.org/10.1177/1049731514568897
Paulhus, D. L. (1991). Measurement and control of response bias. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychological attitudes (pp. 17–60). Academic.
Platt, D. (2011). Assessments of children and families: Learning and teaching the skills of analysis. Social Work Education, 30(2), 157–169. https://doi.org/10.1080/02615479.2011.540381
Quinney, A., & Parker, J. (2010). Developing self-efficacy in research skills: Becoming research-minded. In H. Burgess & J. Carpenter (Eds.), The outcomes of social work education: Developing evaluation methods (pp. 16–25). Higher Education Academy Subject Centre for Social Policy and Social Work.
Schwartz, C. E., & Sprangers, M. A. G. (1999). Adaptation to changing health: Response shift in quality-of-life research. APA.
Scourfield, J., Tolman, R., Maxwell, N., Holland, S., Bullock, A., & Sloan, L. (2012). Results of a training course for social workers on engaging fathers in child protection. Children and Youth Services Review, 34(8), 1425–1432. https://doi.org/10.1016/j.childyouth.2012.03.022
Scourfield, J., Smail, P., & Butler, D. (2015). A systematic approach to improving the engagement of fathers in child safeguarding. Child Abuse Review, 24, 129–139. https://doi.org/10.1002/car.2333
Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598–642. https://doi.org/10.3102/0034654313496870
Sprangers, M. A. G., & Schwartz, C. E. (1999). Integrating response shift into health-related quality-of-life research: A theoretical model. Social Science & Medicine, 48(11), 1507–1515. https://doi.org/10.1016/s0277-9536(99)00045-3
Tompsett, H., Henderson, K., Byrne, J. M., Mew, E. G., & Tompsett, C. (2017). Self-efficacy and outcomes: Validating a measure comparing social work students’ perceived and assessed ability in core pre-placement skills. British Journal of Social Work, 47(8), 2384–2405. https://doi.org/10.1093/bjsw/bcx001
Van Voorhis, R. M., & Hostetter, C. (2006). The impact of MSW education on social worker empowerment and commitment to client empowerment through social justice advocacy. Journal of Social Work Education, 42(1), 105–121. https://doi.org/10.5175/JSWE.2006.200303147
Yurek, L. A., Vasey, J., & Havens, D. S. (2008). The use of self-generated identification codes in longitudinal research. Evaluation Review, 32(5), 435–452. https://doi.org/10.1177/0193841X08316676
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
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
Download citation
DOI: https://doi.org/10.1007/978-3-031-13528-6_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-13527-9
Online ISBN: 978-3-031-13528-6
eBook Packages: Social SciencesSocial Sciences (R0)