%0 Journal Article
%T Constru£¿£¿o, Adapta£¿£¿o e Valida£¿£¿o da Escala de Auto-£¿Efic¨¢cia Acad¨¦mica (EAEA)
%A Neves
%A S¨ªlvia Pina
%A Faria
%A Lu¨ªsa
%J Psicologia
%D 2006
%I Scientific Electronic Library Online
%X self-£¿efficacy expectancies, according to bandura (2001), are related to particular domains of performance, thus, self-£¿efficacy evaluations must be micro-analytic, creating the need to construct specific instruments adapted to the par-ticularities of each domain. therefore, we begin this article by describing the various steps in the construction of the academic self-£¿efficacy scale (ases): (i) the definition of its theoretical and practical background, based on literature reviews and on interviews with students and teachers; (ii) the definition of its dimensions and the conception of its items; and (iii) the pre-£¿test, that includes the revision of the items by experts and its discussion in aloud reflections with students, followed by a preliminary study with 207 students. finally, we present the results of an adaptation and validation study with 1.302 students, which evidence the good internal consistency, but the poor discrimina-tive validity of ases£¿s dimensions, and the confirmatory factor analyses reveal that the model with three correlated factors, allowing the existence of covariance between some items£¿ residuals, fits better to the data.
%K academic self-efficacy
%K psychometric qualities
%K confirmatory factor analysis.
%U http://www.scielo.gpeari.mctes.pt/scielo.php?script=sci_abstract&pid=S0874-20492006000200003&lng=en&nrm=iso&tlng=en