Academic Self-Efficacy among Junior High School Students in Ghana: Evaluating Factor Structure and Measurement Invariance across Gender

Autor/inn/en	Ansong, David; Eisensmith, Sarah R.; Masa, Rainier D.; Chowa, Gina A.
Titel	Academic Self-Efficacy among Junior High School Students in Ghana: Evaluating Factor Structure and Measurement Invariance across Gender
Quelle	In: Psychology in the Schools, 53 (2016) 10, S.1057-1070 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21975
Schlagwörter	Academic Ability; Academic Achievement; Self Concept; Foreign Countries; Junior High School Students; Psychometrics; Cross Cultural Studies; Self Concept Measures; Validity; Reliability; Gender Differences; Self Efficacy; Predictor Variables; Student Attitudes; Factor Analysis; Ghana + Suchen Sie Ihr Suchwort? Schulleistung; Selbstkonzept; Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Psychometry; Psychometrie; Cultural comparison; Kulturvergleich; Gültigkeit; Reliabilität; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Prädiktor; Schülerverhalten; Faktorenanalyse
Abstract	Self-efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths' perceptions of their ability to achieve academic success. This study examined the cross-cultural suitability and psychometric properties of an academic self-efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high-school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one-dimensional scale for assessing young Ghanaians' perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self-efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self-efficacy of youth, both in sub-Saharan Africa and the increasingly diverse American public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01