Making Learning Real: Design Principles and Evidence for Applied Learning in Schools
Category: Student Learning
Instrument Overview
Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths
Strong internal consistency reported in validation studies, meaning responses are highly consistent across items.
Validated with Turkish university students studying chemistry and later with U.S. undergraduates.
Cautions
Measures students' confidence in doing chemistry, not students' knowledge, skills, or achievement in chemistry.
The College Chemistry Self-Efficacy Scale (CCSS) is a survey instrument developed to assess the confidence of college students in their ability to perform essential tasks in chemistry. The scale is structured around three key dimensions of chemistry-related self-efficacy: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications.
This instrument was developed and validated in a study published in 2008. The scale has 21 items. Its development expanded on the concept and framework of self-efficacy by Zimmerman's Self Regulated Learning Framework which assessed student's percieved capability based on context and performance, creating a tool specifically for college students learning chemistry. The scale is intended to serve as a tool for instructors and researchers in science education.
Organization
Topic
Collection Category(ies)
Content
Grades
Post secondary
Respondent
Student
Administration Information
Length
21 items
Access and Use
Open Access
Yes
Use in Research
Ozgur, S. D. (2021). Chemistry self-efficacy beliefs as predictors of students’ metacognitive skills when solving chemistry problems. International Online Journal of Education and Teaching, 8(1), 132–147.
Ramnarain, U., & Ramaila, S. (2018). The relationship between chemistry self-efficacy of South African first year university students and their academic performance. Chemistry Education Research and Practice, 19(1), 60–67.
Graham, K. J., Bohn-Gettler, C. M., & Raigoza, A. F. (2019). Metacognitive training in chemistry tutor sessions increases first year students’ self-efficacy. Journal of Chemical Education, 96(8), 1539–1547.
Ferrell, B., & Barbera, J. (2015). Analysis of students’ self-efficacy, interest, and effort beliefs in general chemistry. Chemistry Education Research and Practice, 16(2), 318–337.
Psychometrics (additional guidance)
Reliability
(Cronbach's alpha)
SCS: .92
SPS: .87
SEA: .82
Psychometric References
Uzuntiryaki, E., & Çapa Aydın, Y. (2009). Development and validation of chemistry self efficacy scale for college students. Research in Science Education, 39, 539–551. https://doi.org/10.1007/s11165-008-9093-x
Item Type
Likert
