000152094 001__ 152094
000152094 005__ 20250326144155.0
000152094 0247_ $$2doi$$a10.3390/educsci11100653
000152094 0248_ $$2sideral$$a126529
000152094 037__ $$aART-2021-126529
000152094 041__ $$aeng
000152094 100__ $$aGranero-Gallegos, A.
000152094 245__ $$aValidation of the academic self-concept scale in the spanish university context
000152094 260__ $$c2021
000152094 5060_ $$aAccess copy available to the general public$$fUnrestricted
000152094 5203_ $$aThe aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (Mage = 24.55; SDage = 5.35) (58% girls) and students of the Master’s in Teacher Education participated. The scale’s psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students’ academic lives.
000152094 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000152094 592__ $$a0.518$$b2021
000152094 593__ $$aComputer Science (miscellaneous)$$c2021$$dQ2
000152094 593__ $$aComputer Science Applications$$c2021$$dQ2
000152094 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2021$$dQ2
000152094 593__ $$aPublic Administration$$c2021$$dQ2
000152094 593__ $$aDevelopmental and Educational Psychology$$c2021$$dQ2
000152094 594__ $$a2.9$$b2021
000152094 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000152094 700__ $$aBaena-Extremera, A.
000152094 700__ $$aEscaravajal, J.C.
000152094 700__ $$aBaños, R.$$uUniversidad de Zaragoza
000152094 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000152094 773__ $$g11, 10 (2021), 653 [12 pp.]$$tEducation Sciences$$x2227-7102
000152094 8564_ $$s845118$$uhttps://zaguan.unizar.es/record/152094/files/texto_completo.pdf$$yVersión publicada
000152094 8564_ $$s2751789$$uhttps://zaguan.unizar.es/record/152094/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000152094 909CO $$ooai:zaguan.unizar.es:152094$$particulos$$pdriver
000152094 951__ $$a2025-03-26-13:55:02
000152094 980__ $$aARTICLE