TY - JOUR
T1 - Psychometric properties and invariance of the self-efficacy for writing scale in Peruvian high school students
AU - León-Gutiérrez, Matilde
AU - Morales-García, Wilter C.
AU - Morales-García, Mardel
AU - Jaimes-Soncco, Jania
AU - Saintila, Jacksaint
AU - Mamani, Percy G.Ruiz
N1 - Publisher Copyright:
Copyright © 2023 León-Gutiérrez, Morales-García, Morales-García, Jaimes-Soncco, Saintila and Mamani.
PY - 2023/1/6
Y1 - 2023/1/6
N2 - Introduction: Being able to write is a key competency in educational models; therefore, it is important to have a scale to assess writing self-efficacy. Objective: The study evaluated the internal structure, providing evidence of reliability, validity, and factorial invariance of the self-efficacy for writing scale (SEWS) across sex and age in Peruvian schoolchildren. Methods: An instrumental study was carried out on 1,107 Peruvian adolescents (early, middle, and late) of school age. A confirmatory factor analysis was carried out and the factorial invariance for sex and age was evaluated. Results: A good fit was obtained for the total sample (χ2 = 1229.08, df = 101, CFI = 0.997, TLI = 0.997, RMSEA = 0.057 [90% CI: 0.0540.059], and SRMR = 0.029) and presented good α, ω, and H reliability (>0.89). Correlations between another measure of writing self-efficacy (p = 0.76; p <.01), study satisfaction (p = 0.31; p <.01), and burnout (p = −0.12; p <.01) scales supported convergent and concurrent validity. Multigroup factor analysis supported strict invariance for sex and age, for which the SEWS provides evidence of validity and reliability. Discussion: This adaptation of the SEWS is a valid, reliable, and invariant measure that can be considered for assessing self-efficacy for writing in Peruvian high school students.
AB - Introduction: Being able to write is a key competency in educational models; therefore, it is important to have a scale to assess writing self-efficacy. Objective: The study evaluated the internal structure, providing evidence of reliability, validity, and factorial invariance of the self-efficacy for writing scale (SEWS) across sex and age in Peruvian schoolchildren. Methods: An instrumental study was carried out on 1,107 Peruvian adolescents (early, middle, and late) of school age. A confirmatory factor analysis was carried out and the factorial invariance for sex and age was evaluated. Results: A good fit was obtained for the total sample (χ2 = 1229.08, df = 101, CFI = 0.997, TLI = 0.997, RMSEA = 0.057 [90% CI: 0.0540.059], and SRMR = 0.029) and presented good α, ω, and H reliability (>0.89). Correlations between another measure of writing self-efficacy (p = 0.76; p <.01), study satisfaction (p = 0.31; p <.01), and burnout (p = −0.12; p <.01) scales supported convergent and concurrent validity. Multigroup factor analysis supported strict invariance for sex and age, for which the SEWS provides evidence of validity and reliability. Discussion: This adaptation of the SEWS is a valid, reliable, and invariant measure that can be considered for assessing self-efficacy for writing in Peruvian high school students.
KW - Peru
KW - high school
KW - invariance
KW - self-efficacy
KW - validation
KW - writing
UR - http://www.scopus.com/inward/record.url?scp=85146540842&partnerID=8YFLogxK
U2 - 10.3389/feduc.2022.969554
DO - 10.3389/feduc.2022.969554
M3 - Article
AN - SCOPUS:85146540842
SN - 2504-284X
VL - 7
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 969554
ER -