Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

Standard

Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context. / Nielsen, Tine; Martínez-García, Inmaculada; Alastor, Enrique.

Academic Self-efficacy in Education: Nature, Assessment, and Research. ed. / Myint Khine; Tine Nielsen. 2022. p. 71-96.

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

Harvard

Nielsen, T, Martínez-García, I & Alastor, E 2022, Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context. in M Khine & TN (eds), Academic Self-efficacy in Education: Nature, Assessment, and Research. pp. 71-96. https://doi.org/10.1007/978-981-16-8240-7_5

APA

Nielsen, T., Martínez-García, I., & Alastor, E. (2022). Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context. In M. Khine, & T. N. (Eds.), Academic Self-efficacy in Education: Nature, Assessment, and Research (pp. 71-96) https://doi.org/10.1007/978-981-16-8240-7_5

Vancouver

Nielsen T, Martínez-García I, Alastor E. Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context. In Khine M, TN, editors, Academic Self-efficacy in Education: Nature, Assessment, and Research. 2022. p. 71-96 https://doi.org/10.1007/978-981-16-8240-7_5

Author

Nielsen, Tine ; Martínez-García, Inmaculada ; Alastor, Enrique. / Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context. Academic Self-efficacy in Education: Nature, Assessment, and Research. editor / Myint Khine ; Tine Nielsen. 2022. pp. 71-96

Bibtex

@inbook{e2646f647feb418b9f3f180e8cae3e6e,
title = "Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context",
abstract = "Academic self-efficacy is often construed as specific: task-specific, course-specific, or domain-specific. One much used course-specific scale is the self-efficacy scale of the Motivated Strategies for Leaning Questionnaire. Previous research in the Danish university context has shown that this scale, with a modified response scale, consisted of two separate course and activity-specific scales: the Specific Academic Learning Self-Efficacy scale (SAL-SE) and the Specific Academic Exam Self-Efficacy scale (SAE-SE). The SAL-SE and the SAE-SE scales were previously found to fit Rasch models and have excellent reliability, and the results have been replicated. The aim of this study was to translate the SAL-SE and SAE-SE scales to Spanish and to conduct a first validity study of these in the Spanish university context. We collected data to obtain a student sample comparable to those used in the Danish studies; psychology students in four different courses, and we used Rasch models for analyses. Results showed the Spanish scales to be separate scales, but with less optimal measurement properties than the Danish versions; both scales contained locally dependent items, one item in the SAL-SE scale functioned differentially relative to course attended, one SAE-SE item was eliminated, and another functioned differentially relative to gender. Reliabilities ranged from 0.76 to 0.84 for student subgroups.",
keywords = "Faculty of Social Sciences, academic self-efficacy, academic exam self-efficacy, Rasch model, academic learning self-efficacy, differential item functioning, validity",
author = "Tine Nielsen and Inmaculada Mart{\'i}nez-Garc{\'i}a and Enrique Alastor",
year = "2022",
month = mar,
day = "8",
doi = "10.1007/978-981-16-8240-7_5",
language = "English",
isbn = " 978-981-16-8239-1",
pages = "71--96",
editor = "Myint Khine and {Tine Nielsen}",
booktitle = "Academic Self-efficacy in Education",

}

RIS

TY - CHAP

T1 - Psychometric properties of the Spanish translation of the Specific Academic Learning Self-Efficacy and the Specific Academic Exam Self-Efficacy scales in a higher education context

AU - Nielsen, Tine

AU - Martínez-García, Inmaculada

AU - Alastor, Enrique

PY - 2022/3/8

Y1 - 2022/3/8

N2 - Academic self-efficacy is often construed as specific: task-specific, course-specific, or domain-specific. One much used course-specific scale is the self-efficacy scale of the Motivated Strategies for Leaning Questionnaire. Previous research in the Danish university context has shown that this scale, with a modified response scale, consisted of two separate course and activity-specific scales: the Specific Academic Learning Self-Efficacy scale (SAL-SE) and the Specific Academic Exam Self-Efficacy scale (SAE-SE). The SAL-SE and the SAE-SE scales were previously found to fit Rasch models and have excellent reliability, and the results have been replicated. The aim of this study was to translate the SAL-SE and SAE-SE scales to Spanish and to conduct a first validity study of these in the Spanish university context. We collected data to obtain a student sample comparable to those used in the Danish studies; psychology students in four different courses, and we used Rasch models for analyses. Results showed the Spanish scales to be separate scales, but with less optimal measurement properties than the Danish versions; both scales contained locally dependent items, one item in the SAL-SE scale functioned differentially relative to course attended, one SAE-SE item was eliminated, and another functioned differentially relative to gender. Reliabilities ranged from 0.76 to 0.84 for student subgroups.

AB - Academic self-efficacy is often construed as specific: task-specific, course-specific, or domain-specific. One much used course-specific scale is the self-efficacy scale of the Motivated Strategies for Leaning Questionnaire. Previous research in the Danish university context has shown that this scale, with a modified response scale, consisted of two separate course and activity-specific scales: the Specific Academic Learning Self-Efficacy scale (SAL-SE) and the Specific Academic Exam Self-Efficacy scale (SAE-SE). The SAL-SE and the SAE-SE scales were previously found to fit Rasch models and have excellent reliability, and the results have been replicated. The aim of this study was to translate the SAL-SE and SAE-SE scales to Spanish and to conduct a first validity study of these in the Spanish university context. We collected data to obtain a student sample comparable to those used in the Danish studies; psychology students in four different courses, and we used Rasch models for analyses. Results showed the Spanish scales to be separate scales, but with less optimal measurement properties than the Danish versions; both scales contained locally dependent items, one item in the SAL-SE scale functioned differentially relative to course attended, one SAE-SE item was eliminated, and another functioned differentially relative to gender. Reliabilities ranged from 0.76 to 0.84 for student subgroups.

KW - Faculty of Social Sciences

KW - academic self-efficacy

KW - academic exam self-efficacy

KW - Rasch model

KW - academic learning self-efficacy

KW - differential item functioning

KW - validity

U2 - 10.1007/978-981-16-8240-7_5

DO - 10.1007/978-981-16-8240-7_5

M3 - Book chapter

SN - 978-981-16-8239-1

SP - 71

EP - 96

BT - Academic Self-efficacy in Education

A2 - Khine, Myint

A2 - null, Tine Nielsen

ER -

ID: 301458856