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


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


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


2020 Číslo 1
Nejčtenější tento týden