Development and Validation of the Student Attitudes and Beliefs about Authorship Scale: A Psychometrically Robust Measure of Authorial Identity

Autor/inn/en	Cheung, K. Y. F.; Stupple, E. J. N.; Elander, J.
Titel	Development and Validation of the Student Attitudes and Beliefs about Authorship Scale: A Psychometrically Robust Measure of Authorial Identity
Quelle	In: Studies in Higher Education, 42 (2017) 1, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1034673
Schlagwörter	Student Attitudes; Plagiarism; Academic Discourse; Psychometrics; Beliefs; Item Banks; Content Validity; Higher Education; College Students; Questionnaires; Attitude Measures; Interviews; Focus Groups; Critical Thinking; Correlation; Statistical Analysis; Instruction; Likert Scales; Foreign Countries; Surveys; Factor Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Plagiat; Discourse; Diskurs; Psychometry; Psychometrie; Belief; Glaube; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fragebogen; Interviewing; Interviewtechnik; Kritisches Denken; Korrelation; Statistische Analyse; Teaching process; Unterrichtsprozess; Likert-Skala; Ausland; Survey; Umfrage; Befragung; Faktorenanalyse; Großbritannien
Abstract	One approach to plagiarism prevention focuses on improving students' authorial identity, but work in this area depends on robust measures. This paper presents the development of a psychometrically robust measure of authorial identity--the Student Attitudes and Beliefs about Authorship Scale. In the item generation phase, a pool of items was developed and assessed for content validity by subject matter experts. In the exploratory phase, data from 439 higher education students were used to identify a latent variable model with three factors: "authorial confidence," "valuing writing" and "identification with author." In the confirmatory phase, data from 306 higher education students were used to test the three-factor model's reliability and validity. The three-factor structure was confirmed, and the results showed that the SABAS has a stronger psychometric basis than previously available measures. This measure of authorial identity can be used with confidence in research and pedagogy to help students improve their authorial identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01