Student Self-Efficacy and Access to Resources in Emergency Remote Education: Psychometric Scales

https://doi.org/10.5935/rpot/2022.4.23473

Abstract

Emergency remote teaching was adopted without the proper diagnosis, planning, and investment involving actions. This transition demanded adaptations in the process of acquiring competencies and skills regarding the use of technological resources. The objective of this study was to build and verify evidence of validity of measurement instruments to assess student self-efficacy and the access to resources required for the adaptation to remote education. The sample was made up of 324 students from Brazilian higher education. After exploratory and confirmatory factor analyses were carried out in SPSS, two instruments were obtained, both with single-factor structures: measurement instruments with 18 items and Cronbach’s Alpha Coefficient = 0.94, and the other with 10 items and Cronbach’s Alpha Coefficient = 0.87. These instruments proved to be adequate to assist in the diagnosis of student self-efficacy and in accessing resources necessary for the maintenance of teaching practices in the pandemic context. The study sample showed that students showed good levels of self-efficacy and considered that they have adequate resources for online classes; however, they indicate little support from educational institutions.