Measurement and Comparison of Reader Self-Perceptions of Teacher Board Passers and Non-passers: An Application of Factor Analysis and Rasch Model

Abstract

The Reader Self-perception Scale (RSPS) is used to measure one’s reading self-efficacy. Although the instrument was originally intended for young learners, this study showed evidence of the appropriateness of the constructs measured by items. Using factor analysis, it was found that the observational comparison (OC) and social feedback (SF) constructs represent the same construct for older readers. Furthermore, using Rasch model analysis, few items in the RSPS were found to be needing review for possible improvement of the instrument for use in the measurement of reader self-efficacy among adult readers. The RSPS scores of the licensure examinees showed significant mean differences between the passers and non-passers. It is assumed that this difference can potentially be used to predict future board performance by using their reader self-perception as prior information and without directly assessing their reading comprehension skills.