Internal structure of a scale of sources of self-efficacy in mathematics among middle-school students

Abstract

The present study aims to adapt and collect evidence of structural validity of a scale measuring the sources of mathematics self-efficacy among Chilean middle-school students. The sample comprised 1740 students from 6th to 9th grades across different school types in Chile, overcoming limitations of previous studies from Spanish-speaking countries that used more limited samples. Validity and reliability analyses revealed four factors consistent with the original scale. Confirmatory Factor Analyses, including multigroup models by gender demonstrated strong fit indices. Internal consistency analyses yielded appropriate Cronbach's Alpha values for each subscale. In conclusion, the sources of mathematics self-efficacy scale demonstrates robust validity and internal consistency indices, making it suitable for research, policy development, and mathematics education in schools. This adaptation of the scale, using culturally relevant and gender-sensitive language, provides valuable insights into the sources of mathematics self-efficacy among Chilean middle-school students, contributing to the broader understanding of educational psychology and informing interventions to enhance students' confidence and performance in mathematics.