Adaptation of the Children's Perceived Academic Self-Efficacy Scale: Validity and Reliability Study

Abstract

Academic self-efficacy, which is the belief that the student can achieve an academic task, has a highly strong impact on the academic performance of students. It is known that students with high academic self-efficacy show high academic performance, see the academic difficulties they encounter as areas of development and continue to strive for success. The review of the related literature has identified no scale whose validity and reliability analyses have been carried out by following the necessary scientific procedures that can be used to measure this quality for the 9-13 age group. Therefore, in the current study, an adaptation study of the scale developed by Jinks and Morgan into the Turkish language and culture was performed. The study group consisted of secondary school students, and the data were collected in two separate sessions. Upon completion of the adaptation-based translation of the scale, its degree of validity was calculated based on the linguistic, content, construct and criterion approaches and its degree of reliability was calculated by Cronbach Alpha and Composite Reliability coefficient. The findings show that the adapted scale can be used to obtain valid and reliable results for the 9-13 age group.

Keywords

• Academic Self-Efficacy
• Secondary School Students
• Adaptation
• Validity
• Reliability

References

1. Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia-Social and Behavioral Sciences, 1(1), 953-957. https://doi:10.1016/j.sbspro.2009.01.169
2. Bakirtas, H., & Tonga, D. (2016). Development of want-need perception scale for primary and secondary school students. Online Submission, 15(4), 1436 1449. https://doi.org/10.17051/io.2016.08346
3. Bandura A. (1976). Social learning theory. Prentice-Hall, Inc.
4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
5. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
6. Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269-290. https://doi.org/10.1111/1464-0597.0009277
7. Bassi, M., Steca, P., Delle Fave, A., & Caprara, G.V. (2007). Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth and Adolescence, 36(3), 301-312. https://doi.org/10.1007/s10964-006-9069-y
8. Bayrakçı, M. (2007). Social learning theory and its educational applications. Sakarya University Journal of Education Faculty, 14, 198 210.

9. Bilican Demir, S. (2017). Ölçmede geçerlik [Validity in measurement process]. In R.N. Demirtaşlı (Ed) Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education] (4. Ed, pp 57-76). Anı Yayıncılık.
10. Can, E., & Topçuoğlu Ünal, F. (2017). Attitude scale towards writing for secondary school students: the study of validity and reliability. International Journal of Languages’ Education and Teaching, 5(3), 203-212. https://doi.org/10.18298/ijlet.2026
11. Crocker, L., & Algina, J. (2008). Introduction to classical and modern test theory. Cengage Learning.
12. Davis, K.A. (1992). Validity and reliability in qualitative research on second language acquisition and teaching: Another researcher comments. Tesol Quarterly, 26(3), 605-608. https://doi.org/10.2307/3587190
13. DeVellis, R.F. (1991). Scale development: Theory and applications. Sage.
14. Di Giunta, L., Alessandri, G., Gerbino, M., Kanacri, P.L., Zuffiano, A., & Caprara, G.V. (2013). The determinants of scholastic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy. Learning and Individual Differences, 27, 102-108. https://doi.org/10.1016/j.lindif.2013.07.006
15. Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553 561. https://doi.org/10.1080/09720073.2015.11891759
16. Doğan, N., Beyaztaş, D.İ., & Koçak, Z. (2012). The Effect of self-efficacy level of students on their achievement in terms of their grade levels and gender in a social studies class: The case of Erzurum. Education and Science, 37(165). https://doi.org/10.1080/09720073.2015.11891759
17. Driscoll, M.P. (2000). Psychology of learning for instruction. Allyn and Bacon.
18. Ekici, G. (2012). Academic self-efficacy scale: The study of adaptation to Turkish, validity and reliability, Hacettepe University Journal of Education, 43, 174 185. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/360-published.pdf
19. Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505. https://doi.org/10.1016/j.lindif.2009.05.004
20. Fraenkel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education (6. Ed). McGraw-Hill International.
21. Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2014). Multivariate data analysis (7th edition). Pearson Education Limited.
22. Harrington, D. (2009). Confirmatory factor analysis. Oxford University Press.
23. Hayduk, L.A. (1989). Structural equation modeling: Essentials and advances. The John Hopkins University Press.
24. Hernandez, A., Hidalgo, M.D., Hambleton, R.K., & Gomez-Benito, J. (2020). International test commission guidelines for test adaptation: A criterion checklist. Psicothema, 32(3), 390-398. https://doi.org/10.7334/psicothema2019.306
25. Hooper, D, Coughlan, J. & Mullen, M (2008) Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60. https://doi.org/10.21427/D7CF7R
26. International Test Commission (2017). The ITC guidelines for translating and adapting tests. International Journal of Testing, 18(2), 101 134. https://doi:10.1080/15305058.2017.1398166
27. Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230. https://doi.org/10.1080/00098659909599398
28. Jöreskog, K.G. (1999). How large can a standardized coefficient be? http://www.statmodel.com/download/Joreskog.pdf.
29. Karakuş Tayşi, E.K., & Taşkın, Y. (2018). Development of the writing anxiety scale for secondary school students: Reliability and validity study. International Journal of Turkish Literature Culture Education, 7(2), 1172 1189. http://dx.doi.org/10.7884/teke.4169
30. Karakuş Tayşi, E., & Özbay, M. (2016). The development of listening attitude scale for secondary school students: Study on the validity and reliability. Journal of Mother Tongue Education, 4(2), 187-199.
31. Kemer, G. (2006). The role of self-efficacy, hope, and anxiety in predicting university entrance examination scores of eleventh grade students. [Unpublished master thesis, Ortadoğu Technical University]. https://open.metu.edu.tr/handle/11511/16273
32. Khan, M. (2013). Academic self-efficacy, coping, and academic performance in college. International Journal of Undergraduate Research and Creative Activities, 5(1), 4. https://doi.org/10.7710/2168-0620.1006
33. Kline, R.B. (2005). Principles and practice of structural equation modeling. The Guilford Press.
34. Kukul, V., Gökçearslan, Ş., & Günbatar, M.S. (2017). Computer programming self-efficacy scale (CPSES) for secondary school students: Development, validation and reliability. Educational Technology Theory and Practice, 7(1), 158 179. https://doi.org/10.17943/etku.288493
35. Lee, W., Lee, M.J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86-99. https://doi.org/10.1016/j.cedpsych.2014.02.002
36. Mercer, S.H., Nellis, L.M., Martínez, R.S., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology, 49(3), 323 338. https://doi.org/10.1016/j.jsp.2011.03.006
37. Mete, G. (2021). Developing the 21st century skills scale for secondary school students: A validity and reliability study. The Journal of Social Sciences, 51, 196-208. http://doi.org/10.29228/SOBIDER.50754
38. Newsom, J.T. (2017). Structural models for binary repeated measures: Linking modern longitudinal structural equation models to conventional categorical data analysis for matched pairs. Structural equation modeling: a multidisciplinary journal, 24(4), 626-635. https://doi.org/10.1080/10705511.2016.1276837
39. Öncü, H. (2012). Adaptation of the academic self-efficacy scale to Turkish. Journal of Kirsehir Education Faculty, 13(1), 183 206. https://www.academia.edu/5815000/Adaptation_of_Academic_Self_Efficacy_Scale_into_Turkish
40. Özdel, K. (2015). From past to present cognitive behavioral therapies: Theory and practice. Türkiye Clinics Journal Psychiatry Special Topics, 8(2), 10– 20.
41. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. https://doi.org/10.3102/00346543066004543
42. Rhemtulla, M., Brosseau-Liard, P.É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354-373. https://doi.org/10.1037/a0029315
43. Rotter, J.B. (1990). Internal versus external control of reinforcement: A case history of a variable. American Psychologist, 45(4), 489 493. https://doi.org/10.1037/0003 066X.45.4.489
44. Schunk, D.H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J.S. Eccles (Eds) Development of achievement motivation (pp. 15-31). Academic Press.
45. Sebaee, H.A.A., Aziz, E.A.A., & Aziz, N.T. (2017). Relationship between nursing students’ clinical placement satisfaction, academic self-efficacy and achievement. IOSR Journal of Nursing and Health Science, 6(2), 101-11.
46. Telef, B.B., & Karaca, R. (2012). The self-efficacy scale for children: A validity and reliability study. Buca Faculty of Education Journal, 32, 169-187.
47. Tenaw, Y.A. (2013). Relationship between self-efficacy, academic achievement and gender in analytical chemistry at Debre Markos College of teacher education. African Journal of Chemical Education, 3(1). https://www.ajol.info/index.php/ajce/article/view/84850
48. Tolman, E.C. (1948). Cognitive maps in rats and men. Psychological Review, 55(4), 189-208. https://doi.org/10.1037/h0061626
49. Türkçapar H. (2008). Bilişsel terapi: Temel ilkeler ve uygulama (3. basım) [Cognitive therapy: Basic principles and applications (3rd ed.)]. HYB Yayıncılık.
50. Wilcox, G., & Nordstokke, D. (2019). Predictors of university student satisfaction with life, academic self-efficacy, and achievement in the first year. Canadian Journal of Higher Education, 49(1), 104–124. https://doi.org/10.7202/1060826ar
51. Wood, R.E., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56, 407-415. https://doi.org/10.1037//0022-3514.56.3.407
52. Yıldız, Z. (2014). Social cognitive learning theory and religious education. Review of the Faculty of Divinity, University of Süleyman Demirel, 2(33), 147 161. https://dergipark.org.tr/en/download/article-file/794249
53. Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Adaptation of the academic self-efficacy scale to Turkish. Hacettepe University Journal of Education, 33. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1047-published.pdf
54. Zajacova, A., Lynch, S.M., & Espenshade, T.J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677 706. https://doi.org/10.1007/s11162-004-4139-z
55. Zimmerman, B.J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. http://doi.org/10.1037//0022-0663.80.3.284