What type of study is this?

This is a Structural Equation Modeling study (also classified as: Confirmatory Factor Analysis, Exploratory Factor Analysis, Reliability Assessment).

September 10, 2025

Validity and Reliability Analysis of the Academic Self-Efficacy Scale Using Structural Equation Modeling (SEM) in University Students

Key Points

The study demonstrates that the academic self-efficacy scale shows excellent validity and reliability among university students.
Confirmatory factor analysis revealed strong associations, with standardized factor loadings above 0.7.
The methodology included interviews with experts and analysis of sample data from 300 students to validate the scale.
The findings indicate that key factors like time management and stress management significantly influence academic success.

Abstract

The present study aimed to design and analyze the validity and reliability of an academic self-efficacy scale using structural equation modeling (SEM) among university students. To develop the academic self-efficacy scale, semi-structured interviews were conducted with 50 experts in the fields of educational and academic psychology from universities in Tehran. In this phase, initial codes were extracted from the interview content and subsequently categorized into core academic self-efficacy items. After developing the instrument, the construct validity assessment phase began. The final questionnaire was distributed among 300 students, and confirmatory factor analysis (CFA) was conducted using SmartPLS 4 software. To assess the reliability of the instrument, Cronbach’s alpha and composite reliability (CR) methods were used. In the questionnaire development phase, interviews with 50 educational psychology experts resulted in the extraction of 84 initial codes. After analysis, these were reduced to 34 secondary codes, from which 30 final items were selected for the questionnaire upon evaluation and approval by experts. Results from exploratory factor analysis (EFA) indicated that the questionnaire comprised four main factors: self-confidence and motivation, time management and planning, stress management, and concentration. These factors were strongly associated with various dimensions of academic self-efficacy based on high factor loadings. The standardized factor loadings (CFA) for each factor were above 0.7. Additionally, model fit indices, including the Comparative Fit Index (CFI) and Tucker-Lewis Index (TLI), were above 0.95, and the Root Mean Square Error of Approximation (RMSEA) was below 0.06, indicating an excellent model fit. This study demonstrated that the developed tool for measuring students' academic self-efficacy possesses appropriate validity and reliability. Furthermore, the factors of self-efficacy, time management, stress management, and concentration play a significant role in academic success. This instrument can serve as a valid metric in educational and psychological research.

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