The Relationship between Self-Efficacy and Attitude of Measurement and Evaluation: Mediating Role of Hope and Life Satisfaction

Abstract

Education is the foundation of everything. Teachers are the primary builders of quality education. The quality of education is enhanced by preparation before education, coordinated management of the education process, and reliable measurement and evaluation of educational outcomes. In this context, teachers’ attitudes towards measurement and evaluation play a significant role in quality education. Cognitive and affective characteristics are crucial factors that influence teachers’ or candidates’ attitudes toward measurement and evaluation. The present study is unique in its development of a hypothetical model to examine the relationships among self-efficacy, attitude of measurement and evaluation, hope, and satisfaction. The study sample consisted of 534 individuals from Turkey, with 351 women and 183 men aged 18-25. Convenience sampling was used to select the participants, which is a non-probability sampling method that involves selecting participants who are easily accessible to the researcher. In this case, the participants were university students from Turkey who were recruited via Google Forms. Participants completed the Self-Efficacy Scale, the Hope Scale, the Life Satisfaction Scale, and the Attitude of Measurement and Evaluation Scale. Mediation analysis was conducted using Hayes’ (2017) process macro. The findings of the study support the proposed model, which suggests that hope and life satisfaction mediate the relationship between self-efficacy and attitude of measurement and evaluation. In other words, as individuals’ hope and life satisfaction increase, their self-efficacy and attitude of measurement and evaluation also increase. The conceptual framework presented within this research demonstrates considerable potential as a pioneering approach for academic exploration. This framework may potentially function as an original blueprint for scholars within the discipline. Both professionals and academics can utilize the conclusions drawn from this study to formulate psycho educational interventions with a wellness emphasis, directed at individuals. These interventions aspire to augment the self-efficacy, hope, and life satisfaction of university students.