ArticlePeerJ2024
Validation and measurement invariance of the Chinese version of the academic self-efficacy scale for university students.
Article in PeerJ, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- The Six-Facet Artificial Intelligence Literacy Questionnaire (SFAILQ): Assessing AI Literacy in Adolescents, Young Adults, and Midlife Adults.Behavioral sciences (Basel, Switzerland) · 2026Article
- Mediating role of job insecurity and professional identity in the relationship between internet self-efficacy and job satisfaction among young employees in new employment forms.Scientific reports · 2026Article
- Psychometric properties of the Sport Mental Health Continuum - Short Form scale (Sport MHC-SF): cross-cultural validation and measurement invariance of the Chinese adaptation.BMC psychology · 2025Article
- Enhancing peer teaching and psychological outcomes in medical education through structured formative assessment: a quasi-experimental study.Frontiers in psychology · 2025Article
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4 authors.
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Abstract
Objectives: The objective of this study was to examine the psychometric properties of the Chinese version of the Academic Self-Efficacy Scale (ASES-C) and confirm its measurement invariance across gender identities. Methods: In this study, 502 university students (29.68% male, 70.32% female) with a mean age of 19.93 years (SD = 1.64) voluntarily participated. The Academic Self-Efficacy Scale (ASE) was utilized as a unidimensional measure of students' learning efficacy. The English version of ASES was translated into Chinese using a forward-backward translation procedure. Confirmatory factor analysis (CFA) and invariance testing were conducted with the single-factor model of ASES. Composite reliability (CR) and internal consistency were calculated based on Cronbach's alpha. Results: Upon re-specification of the model, CFA results for the hypothesized single-factor model with eight items indicated an acceptable fit (CFI = 0.959, TLI = 0.943, SRMR = 0.036, RMSEA = 0.065). Cronbach's alpha and CR values were 0.785 and 0.880, respectively. Multi-group CFA results demonstrated measurement equivalence for the Chinese version of ASES across gender identities. The findings supported the measurement invariance of ASES-C for both male and female participants. Conclusion: The ASES-C, consisting of one factor and eight items, is a reliable instrument for assessing Chinese university students' self-efficacy in learning. Furthermore, it is suitable for making meaningful comparisons across gender identities.
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