#PAGE_PARAMS# #ADS_HEAD_SCRIPTS# #MICRODATA#

Multidimensional Scales of Perceived Self-Efficacy (MSPSE): Measurement invariance across Italian and Colombian adolescents


Autoři: Emanuele Basili aff001;  Maryluz Gomez Plata aff002;  Carmelina Paba Barbosa aff003;  Maria Gerbino aff001;  Eriona Thartori aff001;  Carolina Lunetti aff001;  Liliana Maria Uribe Tirado aff004;  Marcela Ruiz García aff004;  Bernadette Paula Luengo Kanacri aff005;  Gonzalo Tamayo Giraldo aff006;  Mariela Narvaez Marin aff006;  Fiorenzo Laghi aff002;  Concetta Pastorelli aff001
Působiště autorů: Department of Psychology, Sapienza University of Rome, Rome, Italy aff001;  Department of Psychology of Development and Socialization Processes, Sapienza University of Rome, Rome, Italy aff002;  Grupo de investigación Cognición y Educación, Programa de Psicologia, Universidad del Magdalena, Santa Marta, Colombia aff003;  Facultad de Psicología, Universidad de San Buenaventura, Medellin, Colombia aff004;  Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile aff005;  Facultad de Ciencias Sociales y Humanas, Universidad de Manizales, Manizales, Caldas, Colombia aff006
Vyšlo v časopise: PLoS ONE 15(1)
Kategorie: Research Article
doi: https://doi.org/10.1371/journal.pone.0227756

Souhrn

Multidimensional Perceived Self-Efficacy Scale for Children has been developed as an important tool to measure Self-Efficacy in school contexts. The present study assesses the measurement invariance of the MSPSE across two samples of Italian and Colombian adolescents using Multi-sample Confirmatory Factor Analysis. Participants were Italian (N = 564) and Colombian (N = 645) students attending the 7th grade (age 12–13) drawn from a residential community near Rome and three Colombian cities: Medellin, Manizales and Santa Marta. Findings from gender invariance provide high support for full and partial invariance among Colombian and Italian adolescents respectively. Cross-national comparison showed partial scalar invariance between Italy and Colombia, with Italian students perceiving themselves as more efficacious on Academic, Social and Self-Regulatory dimensions. MSPSE’s structural validity has been confirmed, along with its three-factor-structure across gender, for the Italian and Colombian samples. The findings support the invariance and the validity of this scale to measure Self-Efficacy in school contexts from a cross-cultural perspective.

Klíčová slova:

Adolescents – Colombia – Human learning – Children – Italian people – Learning – Schools – Teachers


Zdroje

1. Bandura A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; 1986.

2. Bandura A. Self-efficacy: The exercise of control. New York, NY US: Freeman; 1997.

3. Grusec JE, & Hastings PD, editors. Handbook of socialization. New York, NY: Guilford Press; 2015.

4. Schunk DH, & Zimmerman BJ. Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly. 2007; 23 : 7–25.

5. Pajares F, & Urdan T, editors. Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing; 2006.

6. Gaskill PJ, & Hoy AW. Self-efficacy and self-regulated learning: The dynamic duo in school performance. In: Aronson J., editor. Improving academic achievement: Impact of psychological factors on education. San Diego, CA, US: Academic Press; 2002. pp. 185–208.

7. Pajares F. Self-efficacy beliefs in academic settings. Review of Educational Research. 1996; 66 : 543–578.

8. Bandura A. Adolescent development from an agentic perspective. In: Pajares F & Urdan T, editors. Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing. 2006; 5 : 1–43.

9. Bandura A, Barbaranelli C, Caprara GV, & Pastorelli C. Multifaceted impact of self‐efficacy beliefs on academic functioning. Child Development. 1996; 67(3 : 1206–1222. 8706518

10. Fernandez-Rio J, Cecchini JA, Méndez-Gimenez A, Mendez-Alonso D, & Prieto JA. Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology. 2017; 8, 22. doi: 10.3389/fpsyg.2017.00022 28154544

11. Bandura A, Caprara GV, Barbaranelli C, Pastorelli C, & Regalia C. Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology. 2001; 80(1): 125–135. 11195885

12. Carroll A, Houghton S, Wood R, Unsworth K, Hattie J, Gordon L, & Bower J. Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence. 2009; 32(4): 797–817. doi: 10.1016/j.adolescence.2008.10.009 19027942

13. Schunk DH. Self-regulation of self-efficacy and attributions in academic settings. In: Schunk DH & Zimmerman BJ, editors. Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum; 1994. pp. 75–99.

14. Caprara GV, Fida R, Vecchione M, Del Bove G, Vecchio GM, Barbaranelli C et al. Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology. 2008; 100(3): 525–534.

15. Caprara GV, Alessandri G, & Eisenberg N. Prosociality: The contribution of traits, values and self-efficacy beliefs. Journal of Personality and Social Psychology. 2012; 102 : 1289–1303. doi: 10.1037/a0025626 21942280

16. Caprara GV, Gerbino M, Paciello M, Di Giunta L, & Pastorelli C. Counteracting depression and delinquency in late adolescence: The role of regulatory emotional and interpersonal self-efficacy beliefs. European Psychologist. 2010; 15(1): 34–48.

17. Hermann KS, & Betz NE. Path models of the relationships of instrumentality and expressiveness, social self-efficacy, and self-esteem to depressive symptoms in college students. Journal of Social and Clinical Psychology. 2006; 25(10): 1086–1106.

18. Rocchino G, Dever B, Telesford A, & Fletcher K (2017). Internalizing and externalizing in adolescence: The roles of academic self -efficacy and gender. Psychology in the Schools. 2017; 54(9): 905–917.

19. Allen JP, Leadbeater BJ, & Aber JL. The relationship of adolescents’ expectations and values to delinquency, hard drug use, and unprotected sexual intercourse. Development and Psychopathology. 1990; 2(1): 85–98.

20. Caprara GV, Barbaranelli C, Pastorelli C, & Cervone D. The contribution of self -⁠ efficacy beliefs to psychosocial outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences. 2004; 37(4): 751–763.

21. Bandura A. Guide for constructing self-efficacy scales. In: Pajares F. & Urdan T, editors. Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing; 2006. pp. 307–337.

22. Bandura A. Multidimensional scales of perceived academic efficacy. Stanford, CA: Stanford University; 1990.

23. Pastorelli C, Caprara GV, Barbaranelli C, Rola J, Rozsa S, & Bandura A. The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment. 2001; 17(2): 87–97.

24. Choi N, Fuqua DR, & Griffin BW. Exploratory analysis of the structure of scores from the Multidimensional Scales of Perceived Self-Efficacy. Educational and Psychological Measurement. 2001; 61 : 475–489.

25. Miller JW, Coombs WT, & Fuqua DR (1999). An examination of psychometric properties of Bandura’s multidimensional scales of perceived self-efficacy. Measurement and Evaluation in Counseling and Development. 1999; 31 : 186–196.

26. Oliveira ÍM, do Céu Taveira M, Porfeli EJ, & Grace RC. Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children. Universitas Psychologica. 2018; 17(4).

27. Pastorelli C, & Basili E. La Scala per la Misura dell’Autoefficacia in Adolescenza: Struttura Fattoriale ed Invarianza di Misura (Project #C26A06YZY4). Rome, Italy: Centro Interuniversitario per la Ricerca sulla Genesi e lo Sviluppo delle Motivazioni Prosociali e Antisociali (CIRMPA); 2015.

28. Caprara GV, Luengo Kanacri BP, Gerbino M, Zuffianò A, Alessandri G, Vecchio GM et al. Positive effects of promoting prosocial behavior in early adolescence evidence from a school-based intervention. International Journal of Behavioral Development. 2014; 38 : 386–396.

29. Vandenberg RJ, & Lance CE. A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods. 2000; 3 : 4–70.

30. Hofstede G. Culture's consequences: International differences in work-related values. Beverly Hills, CA: Sage; 1980.

31. Hofstede G, Hofstede GJ, & Minkov M. Cultures and organizations: Software of the mind. Revised and Expanded (3rd Edition). New York: McGraw-Hill; 2010.

32. Hofstede G. Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture. 2009; 2.

33. MacPhee D, Farro S, & Canetto SS. Academic self‐efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analyses of Social Issues and Public Policy (ASAP). 2013; 13(1): 347–369.

34. Huang C. Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education. 2013; 28(1): 1–35.

35. Vecchio GM, Gerbino M, Pastorelli C, Del Bove G, & Caprara GV. Multi-faceted self-efficacy beliefs as predictors of life satisfaction in late adolescence. Personality and Individual Differences. 2007; 43(7): 1807–1818.

36. Deane KL, Harré N, Moore J, & Courtney MGR. The Impact of the Project K Youth Development Program on Self-Efficacy: A Randomized Controlled Trial. Journal of Youth and Adolescence. 2017; 46(3): 516–537. doi: 10.1007/s10964-016-0463-9 26984753

37. Muthén BO, & Muthén LK. Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén; 2012.

38. Steenkamp JEM, & Baumgartner H. Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research. 1998; 25 : 78–90.

39. Kline RB. Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford; 2010.

40. Browne MW, & Cudeck R. Alternative ways of assessing model fit. In: Bollen KA, & Long LS, editors. Testing structural equation models. Newbury Park, CA: Sage; 1993. pp. 136–162.

41. MacCallum R. C., Browne M. W., & Sugawara H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130.

42. Schumacker R. E., & Lomax R. G. (2015). A Beginner’s Guide to Structural Equation Modeling (4th ed.). New York, NY: Routledge.

43. Cheung GW, & Rensvold RB. Evaluating goodness-of fit indexes for testing measurement invariance. Structural Equation Modeling. 2002; 9 : 233–255.

44. Chen FF. Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling. 2007; 14 : 464–504.

45. Curran PJ, West SG, & Finch JF. The robustness of test statistics to non-normality and specification error in confirmatory factor analysis. Psychological Methods. 1996; 1 : 16–29.

46. Restrepo F. C. (1996). Atlántida: una aproximación al adolescente escolar colombiano. Nómadas (Col), (4).

47. González Ó. D. A. (2015). El contexto político en la construcción de ciudadanos en la escuela colombiana: un cuestionamiento al conflicto ya la distorsión de la educación. Ciencias Sociales y Educación, 4(8), 107–121.

48. OECD. Education in Colombia, Reviews of National Policies for Education, OECD Publishing, Paris; 2016.

49. Cajiao F. (2017). Educación superior en América Latina y el Caribe: desafíos y asuntos pendientes. Revista Educación Superior y Sociedad (ESS), 24(24), 161–180.

50. Ramos R., Duque J. C., & Nieto S. (2016). Decomposing the rural-urban differential in student achievement in Colombia using PISA microdata. Estudios de Economía Aplicada, 34(2), 379–411

51. dell’Istruzione, M. M. (2017). dell’Università e della Ricerca (2017). La dispersione scolastica nell’a.s. 2015/2016 e nel passaggio all’a.s. 2016/2017. MIUR–Ufficio Statistica e Studi

52. Reskin BF (1991). Bridging the man back in: Sex differentiation and devaluation of women’s work. In: Lorber J, & Farrel SA, editors. The social construction of gender. Newbury Park, CA: Sage; 1991. pp. 141–161

53. Pajares F. Gender and perceived self-efficacy in self-regulated learning. Theory into Practice. 2002; 41(2): 116–125.

54. Zimmerman BJ, & Martinez-Pons M. Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology. 1990; 82 : 51–59.

55. Bandura A. Social cognitive theory: An agentic perspective. Annual Review of Psychology. 2001; 52 : 1–26. doi: 10.1146/annurev.psych.52.1.1 11148297

56. Caprara GV. (2002). Personality psychology: Filling the gap between basic processes and molar functioning. In: von Hofsten C, & Bakman L, editors. Psychology at the turn of the millennium: Social, developmental and clinical perspectives. Hove, UK: Psychology Press; 2002. pp. 201–224.


Článek vyšel v časopise

PLOS One


2020 Číslo 1
Nejčtenější tento týden
Nejčtenější v tomto čísle
Kurzy

Zvyšte si kvalifikaci online z pohodlí domova

Svět praktické medicíny 2/2025 (znalostní test z časopisu)
nový kurz

BONE ACADEMY 2025
Autoři: prof. MUDr. Pavel Horák, CSc., doc. MUDr. Ludmila Brunerová, Ph.D, doc. MUDr. Václav Vyskočil, Ph.D., prim. MUDr. Richard Pikner, Ph.D., MUDr. Olga Růžičková, MUDr. Jan Rosa, prof. MUDr. Vladimír Palička, CSc., Dr.h.c.

Cesta pacienta nejen s SMA do nervosvalového centra
Autoři: MUDr. Jana Junkerová, MUDr. Lenka Juříková

Eozinofilní zánět a remodelace
Autoři: MUDr. Lucie Heribanová

Hypertrofická kardiomyopatie: Moderní přístupy v diagnostice a léčbě
Autoři: doc. MUDr. David Zemánek, Ph.D., MUDr. Anna Chaloupka, Ph.D.

Všechny kurzy
Kurzy Podcasty Doporučená témata Časopisy
Přihlášení
Zapomenuté heslo

Zadejte e-mailovou adresu, se kterou jste vytvářel(a) účet, budou Vám na ni zaslány informace k nastavení nového hesla.

Přihlášení

Nemáte účet?  Registrujte se

#ADS_BOTTOM_SCRIPTS#