Exploration and Validation of an Instrument to Measure the Self-Efficacy of STEMM Librarians

This study developed and evaluated a survey instrument to measure academic STEMM librarians’ self-efficacy. A cross-sectional survey was administered to academic STEMM librarians in the United States and Canada, producing 181 complete responses. Validity evidence was gathered through literature review, expert review, cognitive interviewing, and card sorting. Exploratory factor analysis produced a stable five-factor model of academic STEMM librarian self-efficacy consisting of Research & Design Confidence, Data Support Confidence, Disciplinary Confidence, Literature Search Confidence, and Instructional Confidence. Academic STEMM librarians with STEMM degrees reported significantly higher self-efficacy only with respect to Disciplinary Confidence, suggesting that formal STEMM education may most directly influence confidence with disciplinary terminology, concepts, and faculty communication. Years of experience as a STEMM librarian significantly predicted Disciplinary Confidence, Research & Design Confidence, and Literature Search Confidence. These findings suggest that academic STEMM librarian self-efficacy is multifaceted and shaped by both educational background and professional experience. The resulting scale offers a potential tool for assessing professional development, disciplinary training, and other interventions intended to support librarians who work with engineering and other STEMM communities.