Validation of Academic Self-Concept Scale among Secondary School Students of Mbeya City Council, Tanzania

Abstract

Academic self-concept is a crucial psychological construct underlying a student’s beliefs about subjects, the learning process, and educational outcomes. Students’ self-belief about subjects and schooling impacts academic performance, consequently affecting educational and career advancement. Studies in Tanzania found that low school motivation, incorrect subject selection, and negative attitudes towards subjects are among several factors impacting secondary school students’ academic performance. This study aimed to validate the Academic Self-Concept Scale (Reynolds, 1988) for Tanzanian secondary school students. The study employed a cross-sectional survey design in which 294 and 316 students from public secondary schools of Mbeya City Council in Tanzania students from public secondary schools of Mbeya City Council in Tanzania were conveniently selected. Statistical Package for Social Sciences (SPSS) and Analysis Moment of Structure (AMOS) version 22.0 was used for data analysis. The statistical analysis yielded a four-factor solution explaining 63.70% of the total variance, consisting of 16 scale items. The extracted factors showed acceptable statistical indices as X2/DF=2.42, CFI=.93, GFI=.91, TLI=.91, RMSEA=.067 and SRMR=.062. The scale and its sub-scales demonstrated convergent and discriminant validity as well as adequate internal consistency in Cronbach's Alpha (α>.7). The results show that the four factors of the scale are valid and reliable to measure student’s self-perception about their academic ability in Tanzania. According to the study, factors of the scale are reliable and valid for assessing academic self-concept in Tanzanian secondary school students.

Keywords

• Academic Self-concept
• Confirmatory Factor Analysis
• Exploratory Factor Analysis
• Secondary School

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