Propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en una muestra de estudiantes españoles de Educación Secundaria Obligatoria

  1. García Fernández, José Manuel
  2. Inglés Saura, Cándido J.
  3. Torregrosa Díez, María Soledad
  4. Ruiz Esteban, Cecilia
  5. Díaz Herrero, Ángela
  6. Pérez Fernández, Elena
  7. Martínez Monteagudo, Mari Carmen
Journal:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Year of publication: 2010

Volume: 3

Issue: 1

Pages: 61-74

Type: Article

DOI: 10.30552/EJEP.V3I1.51 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: European journal of education and psychology

Abstract

The aim of this study was to analyse the psychometric properties of the Academic Situations Specific Perceived Self-efficacy Scale in a 656 Spanish sample of Compulsory Secondary Education students, aged 12 to 16. Factor analyses revealed that the SPSASS shows a unidimensional structure, with adequate indices of internal consistency (0.89) and test-retest reliability (0.87). Relationships between academic self-efficacy and academic goals, academic self-concept and academic performance supported the construct validity of the scale. Logistic regression models used to predict academic performance using self-efficacy as predictor, and the prediction of self-efficacy using performance as predictor provided empirical support for the self-regulatory functioning of self-efficacy. It was revealed that the probability of showing high self-efficacy increases in 94% for each point increase in grade point average, whereas the probability of academic success increases in 8% when perceived self-efficacy increases.

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