Vien, Ng Vi
(2017)
Validation of the Malay version self-efficacy questionnaire for school situations and structural relationship between demographic profiles and levels of self-efficacy among early adolescents in primary schools, Kota Bharu.
Masters thesis, Universiti Sains Malaysia.
Abstract
Introduction: Low self–efficacy is posited to underlie problematic school
attendance. This study examined validity and reliability of the Malay version Self–
Efficacy Questionnaire for School Situations (SEQ–SS) among school–going
early adolescents from primary schools of Kota Bharu. The author also sought
the structural relationship between demographic characteristics of these early
adolescents and their perceived self–efficacy.
Methods: Employing a cross–sectional design, students aged ten and eleven
from 5 randomly selected schools were recruited with proportionate cluster
sampling method. The 25–item Self–Efficacy Questionnaire for School Situations
(SEQ–SS–25), was translated into Malay using forward backward translation.
Validity was examined with exploratory factor analysis (EFA) in two hundred and
fifteen students. The internal consistency and test–retest reliability were
determined. A further two hundred and eighteen students were recruited for
structural equations modelling (SEM), in which the measurement model was
examined using confirmatory factor analysis (CFA), before proceeding to
describe a structural model of demographic variables and perceived efficacy forschool situations. Mean and standard deviation were used to describe the scores.
SPSS 22 and Mplus 7.3 were used.
Results: EFA generated four theoretical factors which differed slightly from the
original SEQ–SS–25. A total of 19 items of moderately high factors loadings
remained, accounting for 46% of variance. Internal consistency was adequate
with Cronbach’s alpha ranging between 0.643 to 0.674. ICC of 0.672
demonstrated adequate stability. The best fitting model after iterative
respecification in CFA consisted of 18 items clustering into a two factors, but not
all items within the second factor were related to a unifying theme. Thus, a three–
factor solution comprising of “Self–efficacy in Separation Situations”, “Self–
efficacy in Socially and Personally Challenging Situations” and “Self–efficacy in
Situations of Disengagement from School” was accepted as the final model. Path
analysis reflected significant associations between family structure and efficacy
in dealing with separation and disengagement from school, as well as family
socioeconomic status with one’s ability to cope with separation situations. Mean
SEQ–SS scores were 68.1 for females (Standard deviation = 9.6) and 65.1 for
males (Standard deviation = 10.1).
Conclusion: School attendance is motivated by cognitive processes that can be
self–rated using the SEQ–SS. The Malay version showed good psychometric
properties among early adolescents in Kota Bharu. Emphasis should be given to
significant inter–relationships between perceived self–efficacy and two
demographic factors, namely socioeconomic status and family structure, when
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deciding on psychological interventions for individuals with low perceived
efficacy.
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