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We developed and validated the Debate Skills Scale (DSS), grounded in social cognitive theory, to address the lack of an instrument for assessing debate competencies among high school students, as existing measures primarily assess general critical thinking rather than debate performance. Data were collected from 389 students, and an initial 49-item pool was generated based on literature and expert input. Exploratory Factor Analysis revealed a four-factor structure explaining 50.95% of the variance and reduced the scale to 29 items. Subsequent confirmatory factor analysis (CFA) removed four items, resulting in a final 25-item scale. CFA supported this structure, with internal consistency reliability ranging from acceptable to excellent, although lower reliability was observed for the Speaking Skills subscale. Discriminative validity analyses indicated that the DSS differentiated students based on debate experience and performance. The DSS provides a psychometrically validated self-report instrument for assessing perceived debate competencies and may inform instructional planning.
Töre et al. (Wed,) studied this question.