Escala de Autoeficácia Acadêmica para o Ensino Médio: Busca de Evidências Psicométricas

Abstract

ResumoEste artigo objetiva apresentar uma adaptação e a busca de evidências psicométricas de uma escala de autoeficácia acadêmica a ser utilizada com estudantes do ensino médio. Participaram 453 estudantes, com idade média de 15,93 (DP 1,2) anos, distribuídos entre as três séries do ensino médio. A escala adaptada, denominada Escala de Autoeficácia Acadêmica para o Ensino Médio, é composta por 16 itens e está organizada em três fatores: autoeficácia para aprender, autoeficácia para atuar na vida escolar e autoeficácia para decisão de carreira. Por meio de análise fatorial exploratória foi verificado KMO = 0,90 e 56,57% da variância explicada. A consistência interna verificada foi 0,88. Essa escala demonstrou boas condições para identificar a autoeficácia acadêmica dos estudantes do ensino médio. Palavras-chave: autoeficácia; estudantes; ensino médio; motivação. ACADEMIC SELF-EFFICACY FOR HIGH SCHOOL SCALE: SEARCH FOR PSYCHOMETRICS EVIDENCE AbstractThis article aims to present the adaptation and the search for psychometrics evidence of an academic self-efficacy scale. High school students (N = 453) participated of the research (mean age 15.93; SD 1.2). The Academic Self-efficacy Scale for High School is an adapted scale composed of 16 items and organized into three factors: selfefficacy for learning, self-efficacy to act in school life, and self-efficacy for the career decision. Through exploratory factor analysis, a KMO = 0.90 was verified, and 56.57% of the variance was explained. The internal consistency was 0.88. The scale demonstrated good conditions to identify academic self-efficacy of high school students. Keywords: self-efficacy; students; high school; motivation. ESCALA DE AUTO-EFICACIA ACADÉMICA PARA SECUNDARIA: BÚSQUEDA DE PRUEBAS PSICOMÉTRICAS ResumenEste artículo presenta una adaptación y la búsqueda de pruebas psicométricas de una escala de auto-eficacia académica para su uso con estudiantes de secundaria. 453 estudiantes participaron, con una edad media de 15,93 (SD 1,2) años, repartidos entre los tres grados de la escuela secundaria. La escala adaptada, llamado escala Autoeficacia Académica para la Escuela Secundaria, consta de 16 artículos y está organizada en tres factores: la auto-eficacia para el aprendizaje, auto-eficacia para actuar en la vida escolar y la auto-eficacia para la toma carrera. A través del análisis factorial exploratorio se verificó KMO = 0,90 y 56,57% de la varianza explicada. La consistencia interna se comprobó 0,88. Esta escala demuestra buenas condiciones para identificar la auto-eficacia académica de los estudiantes de secundaria.

The Relationship Between Racism and the Self-Efficacy Beliefs of Black People

“…The instruments applied to evaluate the self-efficacy beliefs showed good levels of reliability, both the Perceived General Self-Efficacy Scale (α = .83) and the Academic Self-Efficacy Scale for High School Education (α = .91). The reliability of the Academic Self-Efficacy subscales was also evaluated: learning (α = .899), referring to the performance in the learning process; school life (α=.702), which is collaboration with colleagues and with the institution; and career decisions (α = .746), related to constructing knowledge and an action plan for the professional future (Polydoro & Guerreiro-Casanova, 2015).…”

“…According to Bandura (1997), there are four sources of self-efficacy: direct experience, which is the individual's history of successes and failures; vicarious experience, which is to pay attention to the experiences of other people who are socially significant to the individual; social persuasion, which is the environment of encouragement and stimulation of the individual; and the physical and emotional states, which function as the individual's physiological and affective signals when faced with challenges. These sources also appear in the construction of academic selfefficacy beliefs, which are dynamic and transform throughout the individual's school, intellectual, and cultural life (Polydoro & Guerreiro-Casanova, 2015). Academic self-efficacy, in addition to being related to the assessment of one's own capability and abilities with school activities (Doménech-Betoret et al, 2017), also encompasses other dimensions, such as social interaction, self-regulation of study time, self-motivation, and the construction of a career (Guerreiro-Casanova et al, 2015).…”

“…-The Academic Self-Efficacy Scale for High School Education was constructed from an adaptation of the Self-Efficacy Scale in Higher Education, carried out by Polydoro and Guerreiro-Casanova (2015). It has a good reliability index (α = .88) and consists of 16 items, divided into 3 dimensions: self-efficacy to learn, selfefficacy to participate in school life, and self-efficacy for career decisions.…”