The General Academic Self-Efficacy Scale : Psychometric Properties, Longitudinal Invariance, and Criterion Validity

Llewellyn E. VAN ZYL*, Jeff KLIBERT, Rebecca SHANKLAND, Eric W.K. SEE-TO, Sebastiaan ROTHMANN

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

1 Citation (Scopus)

Abstract

Academic self-efficacy (ASE) refers to a student’s global belief in his/her ability to master the various academic challenges at university and is an essential antecedent of wellbeing and performance. The five-item General Academic Self-Efficacy Scale (GASE) showed promise as a short and concise measure for overall ASE. However, of its validity and reliability outside of Scandinavia is limited. Therefore, this paper aimed to investigate the psychometric properties, longitudinal invariance, and criterion validity of the GASE within a sample of university students (Time 1: n = 1056 & Time 2: n = 592) in the USA and Western Europe. The results showed that a unidimensional factorial model of overall ASE fitted the data well was reliable and invariant across time. Further, criterion validity was established by finding a positive relationship with task performance at different time stamps. Therefore, the GASE can be used as a valid and reliable measure for general ASE.

Original languageEnglish
JournalJournal of Psychoeducational Assessment
Early online date25 May 2022
DOIs
Publication statusE-pub ahead of print - 25 May 2022

Bibliographical note

Publisher Copyright:
© The Author(s) 2022.

Keywords

  • academic self-efficacy
  • longitudinal confirmatory factor analysis
  • longitudinal invariance
  • task performance
  • university students

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