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Beliefs about perceived competence: A literature review
Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
2006 (English)Report (Other academic)
Abstract [en]

The purpose of this review was to describe and compare different constructs that are regarded as indicators of perceived competence concerning their definition and structure, measurement and relationship to performance. Constructs from the motivational tradition were compared to constructs from the cognitive tradition, and these were found to be quite different. The motivational constructs self-concept and ability beliefs were similar in some respects, e.g. domain-specificity, and norm-referenced measurement. Self-efficacy and expectancy beliefs also turned out to be similar constructs due to their criterionreferenced and future-oriented measurement of perceived competence. Moreover, these constructs are more specified than ability beliefs and self-concept, even though self-efficacy is even more specific than expectancy- beliefs. The findings from the review also indicated that the theoretical definitions for some constructs did not match the measurement procedures. This resulted in some constructs being similar at the theoretical level but less similar at the empirical level, or the other way around. Moreover, the purpose was also to relate these constructs to the goals of self-assessment in the Swedish curriculum for driver education, in order to suggest how perceived driver competence can be measured. The findings suggest that the constructs self-efficacy and expectancy beliefs can be useful in the development of an instrument measuring perceived driver competence.

Place, publisher, year, edition, pages
Umeå: Institutionen för beteendevetenskapliga mätningar, Umeå universitet , 2006. , 72 p.
, EM : Educational measurements, ISSN 1103-2685 ; 55
URN: urn:nbn:se:umu:diva-14602OAI: diva2:154274
Beteendevetenskapliga mätningar, 90187, Umeå
Available from: 2007-06-11 Created: 2007-06-11 Last updated: 2009-11-03Bibliographically approved

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Sundström, Anna
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