Measuring computing self-efficacy

Abstract

This study was based around the creation of a tool to measure students computing self-efficacy. The tool was an eight-question survey that was validated using content and criterion-related validity. Content validity was conducted to make sure that the questions related to each other and related to the subject of computing self-efficacy. Criterion-related validity allowed us to validate that our tool could test people with different levels of computing skills based on previous experience. The study allowed us to further validate our tool as well as analyze the computing self-efficacy of 270 students in science, technology, engineering, and mathematics (STEM) majors. © American Society for Engineering Education, 2013.