%0 Journal Article
%T Psychometric properties of the Academic Situations Specific Perceived Self-efficacy Scale in a Spanish students sample of Compulsory Secondary Education Propiedades psicom¨¦tricas de la Escala de Autoeficacia Percibida Espec¨ªfica de Situaciones Acad¨¦micas en una muestra de estudiantes espa oles de Educaci¨®n Secundaria Obligatoria
%A Jos¨¦ M. Garc¨ªa-Fern¨¢ndez
%A C¨¢ndido J. Ingl¨¦s
%A Mar¨ªa S. Torregrosa
%A Cecilia Ruiz-Esteban
%J European Journal of Education and Psychology
%D 2010
%I CENFINT
%X The aim of this study was to analyse the psychometric properties of the Academic Situations Specific Perceived Self-efficacy Scale in a 656 Spanish sample of Compulsory Secondary Education students, aged 12 to 16. Factor analyses revealed that the SPSASS shows a unidimensional structure, with adequate indices of internal consistency (0.89) and test-retest reliability (0.87). Relationships between academic self-efficacy and academic goals, academic self-concept and academic performance supported the construct validity of the scale. Logistic regression models used to predict academic performance using self-efficacy as predictor, and the prediction of self-efficacy using performance as predictor provided empirical support for the self-regulatory functioning of self-efficacy. It was revealed that the probability of showing high self-efficacy increases in 94% for each point increase in grade point average, whereas the probability of academic success increases in 8% when perceived self-efficacy increases. El objetivo de este estudio consisti¨® en analizar las propiedades psicom¨¦tricas de la Escala de Autoeficacia Percibida Espec¨ªfica de Situaciones Acad¨¦micas en una muestra de 656 estudiantes espa oles de Educaci¨®n Secundaria Obligatoria de 12 a 16 a os. Los an¨¢lisis factoriales revelaron que la EAPESA presenta una estructura unidimensional, con coeficientes de consistencia interna (0.89) y fiabilidad test-retest (0.87) adecuados. Las relaciones entre autoeficacia acad¨¦mica, metas acad¨¦micas, autoconcepto acad¨¦mico y rendimiento escolar apoyaron la validez de constructo de la escala. Los modelos de regresi¨®n log¨ªstica para la predicci¨®n del rendimiento acad¨¦mico a partir de la autoeficacia y la predicci¨®n de ¨¦sta a partir del rendimiento apoyaron emp¨ªricamente el papel autorregulatorio de la autoeficacia ya que la probabilidad de presentar alta autoeficacia aumenta un 94% por cada punto que aumenta la nota media, mientras que la probabilidad de presentar ¨¦xito acad¨¦mico aumenta un 8% al incrementarse la autoeficacia acad¨¦mica percibida.
%K Propiedades psicom¨¦tricas
%K autoeficacia acad¨¦mica
%K metas acad¨¦micas
%K autoconcepto acad¨¦mico
%K rendimiento acad¨¦mico
%U http://www.ejep.es/index.php/journal/article/view/46