Abstract & Overview
The purpose of this research is to design, develop, implement, and provide preliminary validity and reliability evidence of the Software Engineering Self-Efficacy Scale (SESES). Framed by a conceptual framework using guidance in software engineering curriculum and concepts along with the notion of self-efficacy, we generated an initial item pool of n = 87 items to operationalize and measure software engineering self-efficacy among undergraduate computing students. The conceptual framework traces five dimensions: 1) Requirements Engineering, 2) Teamwork and Collaboration, 3) Software Quality Management, 4) Software Design and Architecture, and 5) Software Agile Methodologies. We pilot tested the SESES with n = 527 undergraduate computing students who had completed a software engineering course in the current semester or a previous academic semester. We employed Exploratory Factor Analysis (EFA) with the Principal Axis Factoring method and an oblique (Promax) rotation to examine the underlying structure of the SESES, resulting in the same five internally consistent latent constructs in the conceptual framework with minimal cross-loading and a simple structure in the pattern matrix, explaining approximately 57% of the variability in these data. Our findings suggest that software engineering self-efficacy is a multidimensional construct of five theorized and correlated, yet distinct latent factors. We unpack the limitations and delimitations of the research while exploring undergraduate computing students' software engineering self-efficacy using necessary domain-specific measurements.