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Cristin-resultat-ID:
803722
Sist endret:
12. desember 2011, 13:10
NVI-rapporteringsår:
2011
Resultat
Vitenskapelig artikkel
2011
Principal Self-Efficacy and Work Engagement: Assessing a Norwegian Principal Self-Efficacy Scale
Roger Andre Federici
og
Einar Melgren Skaalvik
Tidsskrift
Tidsskrift
Social Psychology of Education
ISSN 1381-2890
e-ISSN 1573-1928
NVI-nivå 2
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Om resultatet
Om resultatet
Vitenskapelig artikkel
Publiseringsår: 2011
Volum: 14
Hefte: 4
Sider: 575 - 600
Lenker
Lenker
original online (doi)
https://doi.org/10.1007/s11218-011-9160-4
Importkilder
Importkilder
Scopus-ID: 2-s2.0-83055176723
Isi-ID: 000300170500009
Beskrivelse
Beskrivelse
Engelsk
Tittel
Principal Self-Efficacy and Work Engagement: Assessing a Norwegian Principal Self-Efficacy Scale
Sammendrag
One purpose of the present study was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-Efficacy Scale (NPSES). Another purpose of the study was to investigate the relationship between principal self-efficacy and work engagement. Principal self-efficacy was measured by the 22-item NPSES. Work engagement was measured by a modified version of the UtrechtWork Engagement Scale (UWES). The participants in the study were 300 principals randomly drawn from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. Both the NPSES and the UWES were investigated through confirmatory factor analyses (CFA) before two structural equation models were tested. Both models specified principal self-efficacy as an exogenous variable and work engagement as an endogenous variable. The data were analyzed by means of a SEM analysis for latent variables using the AMOS 18 program. Three different models of NPSES were tested. Both a first- and second- order CFA confirmed that principal self-efficacy constitutes eight dimensions. Furthermore, both structural models had an acceptable fit to data and revealed that principal self-efficacy was positively related to work engagement. The results of the study are discussed together with limitations and suggestions for further research.
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Bidragsytere
Bidragsytere
Roger André Federici
Bidragsyterens navn vises på dette resultatet som Roger Andre Federici
Forfatter
ved Institutt for pedagogikk og livslang læring ved Norges teknisk-naturvitenskapelige universitet
Einar Skaalvik
Bidragsyterens navn vises på dette resultatet som Einar Melgren Skaalvik
Forfatter
ved Institutt for pedagogikk og livslang læring ved Norges teknisk-naturvitenskapelige universitet
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