Propiedades psicométricas e invariancia de medida de una escala de autoeficacia académica en estudiantes universitarios de cinco países latinoamericanos

Abstract

El objetivo fue analizar la invarianza de medición de la Escala de Autoeficacia Percibida Específica para Situaciones Académicas (EAPESA) entre estudiantes universitarios peruanos, mexicanos, colombianos, argentinos y brasileños, y su relación con el agotamiento emocional académico (AEA). Además de la EAPESA, se usó la Escala de Cansancio Emocional (ECE). Participaron 2142 estudiantes universitarios (70.26 % mujeres) entre los 16 y 35 años (M = 21.79). La estructura unidimensional de la EAPESA se corroboró en cada muestra con un análisis factorial confirmatorio, y la invarianza de medición se llevó a cabo con un análisis factorial de grupo múltiple (AFGM) y con el funcionamiento diferencial de los ítems (FDI). La relación con el AEA se evaluó con el coeficiente de correlación de Pearson. Respecto a los resultados, en todas las muestras el modelo unidimensional presentó adecuados indicadores psicométricos, tanto en lo que respecta a su dimensionalidad como en cuanto a su confiabilidad. Del mismo modo, en cuanto al análisis de invarianza de medición, se alcanza la invarianza fuerte, y el FDI es débil, lo que junto con el AFGM brinda evidencia favorable de invarianza de medición. Se concluye que la EAPESA es una medida invariante entre los grupos analizados, aunque es necesario replicar la investigación para consolidar los hallazgos. Estos resultados contribuyen a entender la estructura interna de la EAPESA, algo que estaba aguardando una valoración, ya que dicha escala es usada en varios contextos.

Psychometric Evidence of a Measure of General Self-Efficacy in Peruvian Schoolchildren: Internal Structure, Reliability and Factorial Invariance and Proposal of a Brief Version

“…In Peru, self-efficacy has been recently studied from a preferably psychometric perspective, through the analysis of various scales that measure teaching self-efficacy (Burga, 2015), academic self-efficacy (Alegre, 2014;Dominguez-Lara, 2014;Dominguez-Lara et al, 2012, Domiguez-Lara & Fernández-Arata, 2019, research self-efficacy (Dominguez-Lara, 2017), and self-efficacy in general (Alegre, 2013;. These investigations, however, have been based in the vast majority of cases on samples of university students in the city of Lima (capital of Peru), and have used models derived from Classical Test Theory.…”

“…Dominguez-Lara (2017) for example, constructed a self-efficacy scale for research. The same author has also reported the psychometric properties of Palenzuela's Academic Situations Specific Perceived Self-Efficacy Scale (EAPESA) (Dominguez-Lara, 2014;Dominguez-Lara et al, 2012). In a recent study with this scale, evidence has been found that supports the convergence of the scores with those of the Brief Scale Study Satisfaction, while data was also obtained on the divergence between the EAPESA score and psychological distress (Carranza et al, 2022).…”

“…South-West University "Neofit Rilski" 2024, Vol. 17(1), 58-81 https://doi.org/10.37708/psyct.v17i1.812 (Dominguez-Lara et al, 2012), turns out to be a more appropriate measure in school-based education than self-efficacy as a general variable. In addition, academic self-efficacy has a multidimensional composition (García-Méndez & Rivera-Ledesma, 2020), since from an agentic conception (Bandura, 2001) several factors such as intentionality, the formulation of academic goals, planning, the use of metacognitive strategies, among others, can be recognized.…”

Teacher self-efficacy: development, validity, and factorial invariance of a brief measure in Peruvian university professors

“…One of the most widely used instruments for measuring selfefficacy in the Peruvian context is the Scale of Perceived Self-efficacy Specific to Academic Situations (Escala de Autoeficacia Percibida Específica de Situaciones Académicas [EAPESA]; Palenzuela, 1983), in its version adapted to the Peruvian university environment (Dominguez-Lara, 2014). This instrument has been widely used because it is a brief and one-dimensional tool to measure academic self-efficacy, and its psychometric properties in different contexts have been showed to be adequate by previous studies (García-Fernández et al, 2010;Dominguez-Lara, 2014;Dominguez-Lara et al, 2023). Therefore, considering that research on the measurement of teacher self-efficacy in the Peruvian university context is limited, the purpose of this study is to develop and validate the Specific Perceived Selfefficacy Scale for Teaching (Escala de Autoeficacia Percibida Específica para la Docencia [EAPED]) in Peruvian university professors, based on the adaptation of the EAPESA items, incorporating a general domain, recent advances in the measurement of teacher self-efficacy and current methodological recommendations for exploring the factorial structure of the instruments.…”

Inteligencia emocional y autoeficacia generalizada en estudiantes de educación media en Manabí-Ecuador

“…Las diferentes definiciones sobre autoeficacia académica que devienen del concepto de autoeficacia global de Bandura, el que según Domínguez et. al.…”