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ACADEMIC SELF‐EFFICACY AMONG JUNIOR HIGH SCHOOL STUDENTS IN GHANA: EVALUATING FACTOR STRUCTURE AND MEASUREMENT INVARIANCE ACROSS GENDER
Author(s) -
Ansong David,
Eisensmith Sarah R.,
Masa Rainier D.,
Chowa Gina A.
Publication year - 2016
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21975
Subject(s) - psychology , measurement invariance , confirmatory factor analysis , scale (ratio) , equivalence (formal languages) , exploratory factor analysis , self efficacy , construct (python library) , construct validity , perception , context (archaeology) , test validity , structural equation modeling , psychometrics , social psychology , developmental psychology , statistics , linguistics , physics , philosophy , mathematics , paleontology , quantum mechanics , neuroscience , computer science , biology , programming language
Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools.