Journal of College & University Student Housing Volume 48, No. 1 - 64

Optimizing the Measurement of RA Self-Efficacy
Typical RA duties include building a
sense of belonging, crisis management, and
policy administration, and success requires
specific interpersonal, communication, and
organizational skills (Duran et al., 2020).
To assist administrators who hire, train, and
evaluate RAs, it is consequential to understand
the perceptions of students who are
selected to serve in this important position
and whether they can steward these spaces
with confidence.
MEASURING RA SELF-EFFICACY
Social Cognitive Theory (SCT; Bandura,
1997) posits that human functioning occurs
through interactions between one's environmental,
individual, and behavioral factors
through a process of triadic reciprocation.
One of the most studied human functions
is self-efficacy, or individuals' belief or confidence
in their ability to perform specific tasks
under specific circumstances. In the context
of this study, human functioning occurs as
interactions between environmental (student
housing), individual (RA self-efficacy), and
behavioral (RA duties) factors. Social Cognitive
Theory emphasizes that RAs have the
agency to change their perceptions and behaviors
while serving in this position.
Self-efficacy influences motivation and
effort: aspects of employment that would interest
institutions, administrators responsible
for hiring and training, and/or staff who
support and serve in the RA role. Bandura
(2006) recommended that measuring
self-efficacy should be specific to the tasks
being considered. Although other helping
professions, such as counselors or teachers,
seem to share similar responsibilities-such
as stewardship, communication, and conflict
resolution-with resident advisors, the RA's
role is unique because peer students (those
of a similar age and developmental stage)
are typically hired, and RAs are not required
to hold a license or certification to perform
their duties. Given the unique roles and expectations
of RAs, it is important to carefully
consider the specific duties of the position
when measuring their self-efficacy.
Empirical investigations regarding the
measurement of RA self-efficacy exist, but
the only study, to our knowledge, to develop
an RA self-efficacy instrument grounded in
self-efficacy theory is Denzine and Anderson's
(1999). Specifically, they developed
items focused on the RA's ability to positively
influence student development, administered
their instrument to students currently
employed as RAs (N = 111), and used exploratory
factor analysis (EFA). Although EFA
based on polychoric correlations (not used by
Denzine and Anderson) can be as efficient as
Rasch modeling at examining dimensionality
(Christensen et al., 2012), EFA does not
disclose item and person location on the construct
(Schumacker & Linacre, 1996). Moreover,
Denzine and Anderson's instrument is
not grounded in specific RA job duties.
STUDY PURPOSE
AND RESEARCH QUESTIONS
In our study, a locally developed instrument
composed of statements sourced from the
major job duties established by the host
institution was used to measure RA selfefficacy.
The data were analyzed to address
. . . RAs are integral in creating a sense of community
and belonging for their residents--especially for new
students--and are entrusted to act as stewards of the university.
64 The Journal of College and University Student Housing
Journal of College & University Student Housing Volume 48, No. 1

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