Development and validation of the self-efficacy for writing and defending academic texts scale

Silvia Collado; Camino Álvarez Fidalgo; Rocío Rodríguez Rey; Miguel A. Sorrel

Development and validation of the self-efficacy for writing and defending academic texts scale

Silvia Collado ^[1] ; Camino Fidalgo ^[1] ; Rocío Rodríguez-Rey ^[2] ; Miguel A. Sorrel ^[3]
1. [1] Universidad de Zaragoza
  
  Universidad de Zaragoza
  
  Zaragoza, España
2. [2] Universidad Pontificia Comillas
  
  Universidad Pontificia Comillas
  
  Madrid, España
3. [3] Universidad Autónoma de Madrid
  
  Universidad Autónoma de Madrid
  
  Madrid, España
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Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 1, 2023, págs. 91-99
Idioma: inglés
DOI: 10.5093/psed2022a15
Títulos paralelos:
- El desarrollo y la validación de la escala de autoeficacia para escribir y defender textos académicos
Enlaces
- Texto completo (pdf)
Resumen
- español
  Redactar y defender una tesina es un requisito para obtener un título universitario. La investigación previa indica que la autoeficacia está relacionada con el rendimiento académico. Sin embargo, no existen instrumentos que registren la percepción de la eficacia de los estudiantes para escribir y definir textos académicos. Nuestro objetivo fue desarrollar y validar una escala de este tipo. Se recopilaron pruebas de validez de contenido, estructural, convergente y de criterio y de invarianza de medida entre sexos, utilizando datos de 418 estudiantes de 23 universidades españolas. La escala presenta una estructura unidimensional invariante en cuanto al sexo. También se encontraron correlaciones con medidas de autoeficacia y ansiedad. La escala pudo seguir el efecto de una intervención educativa diseñada para mejorar las habilidades de escritura y defensa de textos académicos, y se encontró relación con el rendimiento en una tarea de escritura. Se proporcionan baremos para interpretar las puntuaciones.
- English
  Writing and defending a thesis is a requirement to earn a university degree. Previous findings indicate that self-efficacy is related to academic performance. However, no existing tools register students’ perception of efficacy towards writing and defining academic texts. Our purpose was to develop and validate such a scale. Scale scores content, structural, convergent, and criterion-related validity as well as the measurement invariance across sex was evaluated using data from 418 students from 23 Spanish universities. Our findings showed that the scale holds a unidimensional structure that is invariant across sex. Data also supported the convergent validity, with correlations with self-efficacy and anxiety measures. The scale could track the effect of an educational intervention designed to improve students’ writing and defending academic texts skills, and the scores were related to performance on a writing task. Norms are provided to facilitate the interpretation of the scale scores.
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