El cuestionario de autoeficacia en malayo para situaciones escolares: Desarrollo, confiabilidad y validez entre adolescentes tempranos en la escuela primaria

  • Vi Vien Ng Universidad Sains Malaysia (Malasia)
  • David Heyne Universidad de Leiden (Holanda)
  • Yee Cheng Kueh Universidad Sains Malaysia (Malasia)
  • Maruzairi Husain Universidad Sains Malaysia (Malasia)

Resumen

La baja autoeficacia percibida (AP) para responder a situaciones relacionadas con la escuela se considera asociada con el rechazo escolar. Este estudio examinó la validez y confiabilidad de la versión malaya del Cuestionario de autoeficacia para situaciones escolares (SEQ-SS) entre adolescentes tempranos en Kota Bharu. La versión en inglés del SEQ-SS de 25 ítems se tradujo al malayo. Empleando un diseño transversal, los estudiantes (10-11 años) de cinco escuelas primarias públicas seleccionadas al azar fueron reclutados a través de un muestreo de grupo proporcional. Doscientos quince estudiantes, 65% mujeres, con una edad promedio de 10.3 años (SD=0.5), completaron la SEQ-SS versión malaya. La validez se examinó con análisis factorial exploratorio (AFE). El alfa de Cronbach se utilizó para determinar la consistencia interna. Se utilizaron promedios y desviaciones estándar para describir las puntuaciones totales y subescala. Los análisis 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 separación" y "AP en situaciones de desvinculación de la escuela". Las consistencias internas fueron bajas, se acercaron a moderadas, con valores alfa de Cronbach entre 0,64 y 0,69. La solución de cuatro factores de la SEQ-SS malaya parece permitir la identificación de dominios específicos de baja AP que podrían informar a las intervenciones individualizadas dirigidas a los adolescentes en la escuela primaria. Palabras clave: Autoeficacia, desarrollo de instrumento, malayo, validez, fiabilidad.

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