NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1119652
Record Type: Journal
Publication Date: 2016-Dec
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0033-3085
Academic Self-Efficacy among Junior High School Students in Ghana: Evaluating Factor Structure and Measurement Invariance across Gender
Ansong, David; Eisensmith, Sarah R.; Masa, Rainier D.; Chowa, Gina A.
Psychology in the Schools, v53 n10 p1057-1070 Dec 2016
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A