Evidence of Validity of the Perceived Self-Efficacy for Academic Situations Scale: A Psychometric Network Analysis

• Autores: Ventura-León, José, Lino-Cruz, Cristopher, Tocto-Muñoz, Shirley, Gamboa-Melgar, Goldie, Sánchez-Villena, Andy Rick
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: Revistas - Universidad Peruana de Ciencias Aplicadas
• Lenguaje: inglés
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/2144
• Enlace del recurso: https://revistas.upc.edu.pe/index.php/docencia/article/view/2144
• Nivel de acceso: acceso abierto
• Materia: Academic self-efficacy; psychometric networks; psychometric validity; academic satisfaction; structural consistency; Autoeficacia académica; redes psicométricas; validez psicométrica; satisfacción académica; consistencia estructural; Autoeficácia acadêmica; validade psicométrica; satisfação acadêmica; consistência estrutural

Introduction: Related to psychological well-being and resilience, self-efficacy is a key determinant of academic performance. Objective: To assess the validity and reliability of the Perceived Self-Efficacy for Academic Situations Scale in a Peruvian university sample using psychometric network models. Method: A total of 600 participants took part, with a mean age of 25.49 years (SD = 7.82), 67.3% of whom were women. Dimensionality, structural consistency, and network loadings were evaluated using Exploratory Graph Analysis (EGA). In addition, the relationship between academic satisfaction and self-efficacy was examined. Results: The scale showed a unidimensional structure with ideal structural consistency (SC = 1.00). Network loadings ranged from moderate to high (0.26 to 0.39), and invariance between sexes was found. Academic self-efficacy and satisfaction had a moderate correlation (r = .50). Discussion and Conclusions: The results support the scale’s validity and reliability, highlighting its usefulness in educational settings. Further research with diverse samples is encouraged.