Psychometric Properties of the Mathematics Vocabulary Self‐Efficacy Scale for Fourth‐Grade Students: Aspects of Construct Validity

This study provides validity evidence supporting the interpretation of scores from the Mathematics Vocabulary Self‐Efficacy Scale (MVSES), guided by the five sources of validity described in the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). A sample of 435 Chinese fourth‐grade students participated in this study. Experts and experienced teachers reviewed all items from MVSES to ensure close alignment with both the mathematics content and self‐efficacy theory, offering valid evidence based on test content. Confirmatory factor analysis validated a two‐tier model, where a higher‐order latent construct, mathematics vocabulary self‐efficacy, encompassed four first‐order factors: technical, sub‐technical, symbolic, and general. This model demonstrated adequate internal consistency and supporting validity evidence based on the internal structure. Additionally, the correlation between mathematics vocabulary self‐efficacy and mathematics performance offered further validity evidence based on the relations to other variables. Reliability was confirmed through consistent responses across the items. Moreover, the application of Item Response Theory allowed for the evaluation of the item information function, test information function, item discrimination, and item difficulty, providing deeper insights into the psychometric properties of MVSES. In summary, these findings indicate that the MVSES generates reliable and valid scores for assessing fourth‐grade students' self‐efficacy in mathematics vocabulary.