ArticlePloS one2025
University students' self-assessment of data literacy: A validation study.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As data literacy has emerged as a critical skill for professionals across industries, educators in higher education have incorporated it into their curricula and instruction. Understanding and evaluating the factors that shape an individual's data literacy is important for benchmarking proficiency and tailoring curricula, yet the underlying components and structure of data literacy for students in four-year institutions are unknown. This study validated the Data Literacy Self-Efficacy Scale (DLSES) with 1,816 students enrolled in two four-year institutions. Exploratory and confirmatory factor analyses were conducted to determine the construct of the scale, and the item analysis was used to address the validity of the items on the scale. The exploratory factor analysis identified eight distinct factors comprising 29 items. The results of confirmatory factor analysis showed a good model fit, CFI = 0.994, TLI = 0.994, RMSEA = 0.053, SRMR = 0.044. This study demonstrated the 29-item refined version of the DLSES to be a reliable and valid tool for measuring individuals' self-efficacy levels for data literacy. Furthermore, the scale could form the basis for curriculum development and help educators design targeted interventions that address specific learning needs.
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