Development of the Personalized Learning Self-Efficacy Scale and the Personalized Instruction Self-Efficacy Scale

Personalized learning is an educational approach that focuses on adapting learning experiences according to students’ individual differences, interests, learning needs, and learning pace. However, valid and reliable instruments for measuring personalized learning self-efficacy and personalized instruction self-efficacy remain limited. This study aimed to develop the Personalized Learning Self-Efficacy Scale and the Personalized Instruction Self-Efficacy Scale and to examine their psychometric properties. The study was conducted as a scale development research. The participants consisted of 151 pre-service teachers enrolled at Trakya University. The Personalized Learning Self-Efficacy Scale included 12 items and four dimensions, whereas the Personalized Instruction Self-Efficacy Scale included 15 items and five dimensions. Data were analyzed using second-order confirmatory factor analysis, Cronbach’s alpha, McDonald’s omega, and Average Variance Extracted values. The Personalized Learning Self-Efficacy Scale showed acceptable model fit, χ²(50) = 100, p < .001, CFI = .989, TLI = .985, SRMR = .073, RMSEA = .082. Its Cronbach’s alpha and McDonald’s omega coefficients were .863 and .872, respectively. The Personalized Instruction Self-Efficacy Scale showed very good model fit, χ²(85) = 115, p = .017, CFI = .998, TLI = .997, SRMR = .055, RMSEA = .048. Its Cronbach’s alpha and McDonald’s omega coefficients were .924 and .926, respectively. AVE values were above .50 for all dimensions in both scales. The findings confirmed the second-order factor structures of both scales and showed that they had adequate construct validity, convergent validity, and internal consistency reliability. Consequently, both scales can be considered valid and reliable instruments for future research on personalized learning and personalized instruction.