The Malay Self–Efficacy Questionnaire for School Situations: Development, reliability, and validity among early adolescents in primary school

espanolLa baja autoeficacia percibida (AP) para responder a situaciones relacionadas con la escuela se considera asociada con el rechazo escolar. Este estudio examino la validez y confiabilidad de la version malaya del Cuestionario de autoeficacia para situaciones escolares (SEQ-SS) entre adolescentes tempranos en Kota Bharu. La version en ingles del SEQ-SS de 25 items se tradujo al malayo. Empleando un diseno transversal, los estudiantes (10-11 anos) de cinco escuelas primarias publicas seleccionadas al azar fueron reclutados a traves de un muestreo de grupo proporcional. Doscientos quince estudiantes, 65% mujeres, con una edad promedio de 10.3 anos (SD=0.5), completaron la SEQ-SS version malaya. La validez se examino con analisis factorial exploratorio (AFE). El alfa de Cronbach se utilizo para determinar la consistencia interna. Se utilizaron promedios y desviaciones estandar para describir las puntuaciones totales y subescala. Los analisis de AFE conservaron 19 elementos que se agruparon en cuatro factores: "AP en situaciones socialmente desafiantes", "AP en situaciones personalmente desafiantes", "AP en situaciones de separacion" y "AP en situaciones de desvinculacion de la escuela". Las consistencias internas fueron bajas, se acercaron a moderadas, con valores alfa de Cronbach entre 0,64 y 0,69. La solucion de cuatro factores de la SEQ-SS malaya parece permitir la identificacion de dominios especificos de baja AP que podrian informar a las intervenciones individualizadas dirigidas a los adolescentes en la escuela primaria. Palabras clave: Autoeficacia, desarrollo de instrumento, malayo, validez, fiabilidad. EnglishLow perceived self–efficacy (SE) for responding to school–related situations is posited to be associated with school refusal. This study examined the validity and reliability of the Malay version of the Self–Efficacy Questionnaire for School Situations (SEQ–SS) among early adolescents in Kota Bharu. The English version of the 25–item SEQ–SS was translated into Malay. Employing a cross–sectional design, students (10-11 years) from five randomly selected public primary schools were recruited via proportionate cluster sampling. Two hundred and fifteen students, 65% female, mean age of 10.3 years (SD=0.5), completed the Malay SEQ–SS. Validity was examined with exploratory factor analysis (EFA). Cronbach’s alpha was used to determine internal consistency. Means and standard deviations were used to describe the total and subscale scores. EFA analyses retained 19 items which clustered into four factors: ‘SE in socially challenging situations’, ‘SE in personally challenging situations’, ‘SE in separation situations’, and ‘SE in situations of disengagement from school’. Internal consistencies were low, approaching moderate, with Cronbach’s alpha values between 0.64 and 0.69. The four–factor solution of the Malay SEQ–SS appears to permit identification of specific domains of low SE which could inform individualized interventions targeting early adolescents in primary school.