Evidencia de validez de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA)

  1. Garzón Umerenkova, Angélica 1
  2. Gil Flores, Javier 2
  3. de Besa Gutiérrez, Manuel Rafael 3
  1. 1 Fundación Universitaria Konrad Lorenz
    info

    Fundación Universitaria Konrad Lorenz

    Bogotá, Colombia

    ROR https://ror.org/03ca7a577

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  3. 3 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Show affiliations +
Journal:
REDIE: Revista Electrónica de Investigación Educativa

ISSN: 1607-4041

Year of publication: 2021

Issue: 23

Type: Article

DOI: 10.24320/REDIE.2021.23.E06.2979 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REDIE: Revista Electrónica de Investigación Educativa

Abstract

This study employs a Rasch analysis to present the psychometric properties of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA, in Spanish) in students at a Spanish university. Construct validity, measurement and person reliability, the functioning of the Likert scale, and differential item functioning (DIF) were all explored, producing evidence of discriminant validity in regard to a measurement of academic procrastination and criterion validity in relation to performance. The sample comprised 443 university students from the first to fourth years of three degree programs. Adequate reliability and Likert scale values were found, as was a good fit to the Rasch model. However, evidence was also found to suggest that construct validity could be improved and that DIF by degree program may be present in one item.

Bibliographic References

  • Artino, A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76-85. https://doi.org/10.1007/s40037-012-0012-5
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman and Company.
  • Bond, T. G. y Fox, C. M. (2015). Applying the Rasch Model: fundamental measurement in the human sciences. Routledge. https://doi.org/10.4324/9781315814698
  • Boone, W. J. (2016). Rasch Analysis for instrument development: why, when, and how? CBE—Life Sciences Education, 15(4), 1-7. https://doi.org/10.1187/cbe.16-04-0148
  • Brandt, S., Moulton, M. y Duckor, B. (2015). Advances in Rasch modeling: new applications and directions: guest editorial. Psychological Test and Assessment Modeling, 57(3), 338-341.
  • Domínguez. S., Villegas, G., Yauri, C., Mattos, E. y Ramírez, F. (2012). Propiedades psicométricas de una escala de autoeficacia para situaciones académicas en estudiantes universitarios peruanos. Revista de Psicología- Universidad Católica San Pablo, 2(1), 27-39. https://revistas.ucsp.edu.pe/index.php/psicologia/article/view/8
  • Feldman, D. B. y Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216. https://doi.org/10.1016/j.lindif.2014.11.022
  • García-Fernández, J. M., Inglés, C. J., Torregrosa, M. S., Ruiz-Esteban, C., Díaz-Herrero, A., Pérez-Fernández, E. y Martínez-Monteagudo, M. C. (2010). Propiedades psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 3(1), 61-74. https://doi.org/10.30552/ejep.v3i1.51
  • García-Fernández, J. M., Inglés, C. J., Vicent, M., Gonzálvez. C., Pérez Sánchez, A. M. y Lagos San Martín, N. (2016). Validación de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas en Chile y su relación con las estrategias de aprendizaje. Revista Iberoamericana de Diagnóstico y Evaluación, 41(1), 118-131.
  • Garzón, A. y Gil, J. (2017). Propiedades psicométricas del TMBS en universitarios. Revista Electrónica de Investigación Educativa, 19(4), 50-60. https://doi.org/10.24320/redie.2017.19.4.1340
  • Hagquist, C. y Andrich, D. (2017). Recent advances in analysis of differential item functioning in health research using the Rasch model. Health and Quality of Life Outcomes, 15(181), 1-8. https://doi.org/10.1186/s12955-017-0755-0
  • Heesch, K. C., Masse, L. C. y Dunn, A. L. (2006). Using Rasch modeling to re- evaluate three scales related to physical activity: enjoyment, perceived benefits and perceived barriers. Health Education Research, 21(1), 58-72. https://doi.org/10.1093/her/cyl054
  • Honicke, T. y Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: a systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Linacre, J. M. (2012). Winsteps® Rasch Tutorial 4. http://www.winsteps.com/a/winsteps-tutorial-4.pdf
  • Luna, N. C. y Molero. D. (2013). Revisión teórica sobre el autoconcepto y su importancia en la adolescencia. Revista Electrónica de Investigación y Docencia, (10), 43-64. https://revistaselectronicas.ujaen.es/index.php/reid/article/view/991/818
  • Maddux, J. E. (2016). Self-efficacy. En S. Trusz y P. Babel, Interpersonal and Intrapersonal Expectancies (pp. 41-46). Routledge. https://doi.org/10.4324/9781315652535
  • Multon, K. D., Brown, S. D. y Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: a meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38. https://doi.org/10.1037/0022-0167.38.1.30
  • Palenzuela, D. (1983). Construcción y validación de una escala de autoeficacia percibida específica de situaciones académicas. Análisis y Modificación de Conducta, 9(21), 185-219. http://dx.doi.org/10.33776/amc.v9i21.1649
  • Settanni, M., Longobardi, C., Sclavo. E., Fraire, M. y Prino, L. E. (2015). Development and psychometric analysis of the student–teacher relationship scale-short form. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00898
  • Schneider, M. y Preckel, F. (2017). Variables associated with achievement in higher education: a systematic review of meta-analyses. Psychological Bulletin, 143(6), 565-600. https://doi.org/10.1037/bul0000098
  • Smith, E. (2012). Practical Rasch Measurement-Core Topics (tutorial 3). Statistics.com.
  • Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133(1), 65-94. https://doi.org/10.1037/0033-2909.133.1.65
  • Steel, P. y Klingsieck, K. (2015). Procrastination. En J. D. Wright (Ed.), The international encyclopedia of the social y behavioral sciences (pp. 73-78). Elsevier.
  • Talsma, K., Schüz, B., Schwarzer, R. y Norris, K. (2018). I believe, therefore I achieve (and vice versa): a meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136-150. https://doi.org/10.1016/j.lindif.2017.11.015
  • Valentine, J. C., DuBois. D. L. y Cooper, H. (2004). The relation between self-beliefs and academic achievement: a meta-analytic review. Educational Psychologist, 39(2), 111-133. https://doi.org/10.1207/s15326985ep3902_3
  • Vinothkumar, M., Vindya, K. y Rai, V. (2016). Moderating roles of hardiness and self-efficacy in the relationship between flow and academic procrastination on academic performance: a structural equation model approach. The International Journal of Indian Psychology, 3(2), 77-89. https://doi.org/10.25215/0302.044
  • Wäschle, K., Allgaier, A., Lachner, A., Fink, S. y Nückles, M. (2014). Procrastination and self-efficacy: tracing vicious and virtuous circles in self-regulated learning. Learning and instruction, 29, 103-114. https://doi.org/10.1016/j.learninstruc.2013.09.005
  • Zee, M. y Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
Data source: Dialnet