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Factorial Invariance of Academic Self-Efficacy Scale in Men and Women University Students

Received: 8 October 2015     Accepted: 21 October 2015     Published: 31 October 2015
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Abstract

The present study analyses the psychometric properties of the Self-efficacy in Academic Behaviors Scale in men and women university students. The overall sample consisted of 2006 subjects: 902 women and 1104 men, with a mean age of 18.53 years (SD= 1.52) and 18.84 years (SD= 1.55) respectively. Psychometric analysis showed that a three-factorial structure (Communication, Attention and Excellence) was viable and adequate for both populations (men and woman) according to the established psychometric requirements when the informers are the students themselves. In addition, the factor structure, factorial loads and intercepts are considered invariant in the two populations; however, there are differences between groups in favor of women for the means of the three factors.

Published in American Journal of Applied Psychology (Volume 4, Issue 6)
DOI 10.11648/j.ajap.20150406.15
Page(s) 157-162
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Self-Efficacy, Factor Structure, Measurement Invariance, Multigroup Confirmatory Factor Analysis

References
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Cite This Article
  • APA Style

    Judith M. Rodriguez-Villalobos, Maria C. Zueck, Fernando Mondaca, Juan F. Aguirre. (2015). Factorial Invariance of Academic Self-Efficacy Scale in Men and Women University Students. American Journal of Applied Psychology, 4(6), 157-162. https://doi.org/10.11648/j.ajap.20150406.15

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    ACS Style

    Judith M. Rodriguez-Villalobos; Maria C. Zueck; Fernando Mondaca; Juan F. Aguirre. Factorial Invariance of Academic Self-Efficacy Scale in Men and Women University Students. Am. J. Appl. Psychol. 2015, 4(6), 157-162. doi: 10.11648/j.ajap.20150406.15

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    AMA Style

    Judith M. Rodriguez-Villalobos, Maria C. Zueck, Fernando Mondaca, Juan F. Aguirre. Factorial Invariance of Academic Self-Efficacy Scale in Men and Women University Students. Am J Appl Psychol. 2015;4(6):157-162. doi: 10.11648/j.ajap.20150406.15

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  • @article{10.11648/j.ajap.20150406.15,
      author = {Judith M. Rodriguez-Villalobos and Maria C. Zueck and Fernando Mondaca and Juan F. Aguirre},
      title = {Factorial Invariance of Academic Self-Efficacy Scale in Men and Women University Students},
      journal = {American Journal of Applied Psychology},
      volume = {4},
      number = {6},
      pages = {157-162},
      doi = {10.11648/j.ajap.20150406.15},
      url = {https://doi.org/10.11648/j.ajap.20150406.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20150406.15},
      abstract = {The present study analyses the psychometric properties of the Self-efficacy in Academic Behaviors Scale in men and women university students. The overall sample consisted of 2006 subjects: 902 women and 1104 men, with a mean age of 18.53 years (SD= 1.52) and 18.84 years (SD= 1.55) respectively. Psychometric analysis showed that a three-factorial structure (Communication, Attention and Excellence) was viable and adequate for both populations (men and woman) according to the established psychometric requirements when the informers are the students themselves. In addition, the factor structure, factorial loads and intercepts are considered invariant in the two populations; however, there are differences between groups in favor of women for the means of the three factors.},
     year = {2015}
    }
    

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    AB  - The present study analyses the psychometric properties of the Self-efficacy in Academic Behaviors Scale in men and women university students. The overall sample consisted of 2006 subjects: 902 women and 1104 men, with a mean age of 18.53 years (SD= 1.52) and 18.84 years (SD= 1.55) respectively. Psychometric analysis showed that a three-factorial structure (Communication, Attention and Excellence) was viable and adequate for both populations (men and woman) according to the established psychometric requirements when the informers are the students themselves. In addition, the factor structure, factorial loads and intercepts are considered invariant in the two populations; however, there are differences between groups in favor of women for the means of the three factors.
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Author Information
  • Faculty of Physical Culture Sciences, Autonomous University of Chihuahua, Chihuahua, México

  • Faculty of Physical Culture Sciences, Autonomous University of Chihuahua, Chihuahua, México

  • Faculty of Physical Culture Sciences, Autonomous University of Chihuahua, Chihuahua, México

  • Faculty of Physical Culture Sciences, Autonomous University of Chihuahua, Chihuahua, México

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