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Description
This study investigates the validity of a self-efficacy questionnaire administered to Japanese university students learning English. Using Rasch analysis, I examined how well the items measured a unidimensional construct and identified misfitting items for potential revision or removal. The model also assessed the difficulty distribution of the items and their ability to capture a wide range of self-efficacy levels. Results showed the instrument to be generally valid, though several items required adjustment. Implications for EFL assessment and questionnaire refinement will be discussed.
Summary
This study investigates the validity of a self-efficacy questionnaire administered to Japanese university students learning English. Using Rasch analysis, I examined how well the items measured a unidimensional construct and identified misfitting items for potential revision or removal. The model also assessed the difficulty distribution of the items and their ability to capture a wide range of self-efficacy levels. Results showed the instrument to be generally valid, though several items required adjustment. Implications for
