Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)

Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)

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 diffe...

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Glavni autori: Garzón Umerenkova, Angélica, Gil Flores, Javier, de Besa Gutiérrez, Manuel Rafael
Format: Online
Jezik:spa
Izdano: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021
Online pristup:https://redie.uabc.mx/redie/article/view/2979
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spelling redie-article-29792024-05-08T20:21:25Z Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA) Evidencia de validez de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) Garzón Umerenkova, Angélica Gil Flores, Javier de Besa Gutiérrez, Manuel Rafael autoeficacia logro académico pruebas psicológicas self-efficacy academic achievement psychological tests 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. Se presentan las características psicométricas de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) en alumnado universitario español mediante análisis Rasch. Se explora la validez de constructo, la confiabilidad de la medida y de las personas, el funcionamiento de la escala Likert y el comportamiento diferencial de los ítems (DIF). Se obtuvo evidencia de la validez discriminante frente a una medida de procrastinación académica y validez de criterio frente al rendimiento. La muestra estuvo constituida por 443 universitarios de tres titulaciones, entre primer y cuarto año. Se encontraron valores adecuados de confiabilidad y de la escala Likert así como un buen ajuste al modelo Rasch. Sin embargo, se encontró evidencia de la posibilidad de mejorar la validez de constructo y de un posible DIF por titulación en un ítem. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021-04-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2979 10.24320/redie.2021.23.e06.2979 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 12 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 12 1607-4041 spa https://redie.uabc.mx/redie/article/view/2979/2084 https://redie.uabc.mx/redie/article/view/2979/2085 https://redie.uabc.mx/redie/article/view/2979/2092 Derechos de autor 2021 Angélica Garzón Umerenkova, Javier Gil Flores, Manuel Rafael de Besa Gutiérrez https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Garzón Umerenkova, Angélica
Gil Flores, Javier
de Besa Gutiérrez, Manuel Rafael
spellingShingle Garzón Umerenkova, Angélica
Gil Flores, Javier
de Besa Gutiérrez, Manuel Rafael
Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)
author_facet Garzón Umerenkova, Angélica
Gil Flores, Javier
de Besa Gutiérrez, Manuel Rafael
author_sort Garzón Umerenkova, Angélica
title Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)
title_short Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)
title_full Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)
title_fullStr Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)
title_full_unstemmed Validity Evidence of the Academic Situation-Specific Perceived Self-Efficacy Scale (EAPESA)
title_sort validity evidence of the academic situation-specific perceived self-efficacy scale (eapesa)
description 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.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2021
url https://redie.uabc.mx/redie/article/view/2979
_version_ 1798984260847140864

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