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As online education becomes increasingly central to social work training, there is a growing need for validated tools that assess student preparedness in digital learning environments. Self-efficacy is a core construct grounded in Bandura’s (1997) social cognitive theory and has been shown to predict performance, resilience, and readiness for professional practice. However, few instruments have been validated specifically for the unique context of remote and hybrid education. This study addresses that gap by validating an adapted version of the Social Work Self-Efficacy Scale (SWSE; Gary et al., 2007) and evaluating the use of simulation-based learning as a strategy to support self-efficacy development.
Methods:
A longitudinal experimental design was used, with 155 graduate social work students enrolled in clinical practice courses across two semesters. The intervention group (n = 90) engaged in structured, simulation-based exercises to promote experiential learning. The control group (n = 65) participated in a traditional curriculum with instructor-led lectures, peer discussions, and written case analyses. Pre- and post-survey data from the adapted Social Work Self-Efficacy were analyzed using Regularized Exploratory Factor Analysis (REFA), chosen for its accuracy with small to moderate samples and improved estimation of unique variances. Factor extraction was guided by scree plot and parallel analysis.
Results:
A three-factor model demonstrated strong model fit (RMSEA = 0.045, TLI = 0.97, BIC = -228.64). The factors identified were: 1) Client Engagement and Assessment, 2) Clinician Ethical Practice and Professional Growth, and 3) Evidence-Based Intervention. All retained items loaded above 0.30 on primary factors, with communalities (h2) ranged from 0.55 to 0.84, and all retained items had primary factor loadings > 0.30. Internal consistency across subscales ranged from α = 0.83 to 0.91. These findings support the validity of the SWSE scale in assessing core-self-efficacy domains within online educational contexts.
Conclusion and Implications:
This study presents a validated, psychometrically sound instrument for assessing social work students’ self-efficacy in online learning contexts. The findings demonstrate the value of integrating simulation-based learning to enhance practice readiness, particularly in environments with limited field placement opportunities and real-time interaction. The scale offers educators a formative tool to assess students’ confidence in core domains and tailor instructional support accordingly. For social work education, the validated scale holds promise as a mechanism to promote equitable learning outcomes, ensure competency-based assessment, and guide curricular innovation across modalities. It can support programs in tracking student progress, identifying gaps in learning, and integrating evidence-based teaching strategies such as simulation, reflective supervision, and digital scaffolding. As the field evolves toward hybrid and tech-integrated instruction, this study supports the intentional alignment of assessment tools with emerging educational practices.