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Affective measurement tools cannot be uniformly applied across different cultural populations without establishing construct validation and equivalence through cross-cultural studies. This research aims to analyze the cross-cultural validity of the measurement and structural model of the high school chemistry self-efficacy (Aydın et al. Educ. Psychol. Meas., 2009, 69(5), 868–880) questionnaire using Indonesian high school students as sample data sets through confirmatory factor analysis. The impact of differences in gender and grade level (grades 10–12) on chemistry self-efficacy in students was also investigated using structured means modeling after a set of invariance tests. A total of 785 respondents (328 males and 457 females) from six high schools in Lampung province, Indonesia, were selected by using stratified random sampling. The confirmatory analysis indicated the best fit for all empirical models toward data sets with high construct validity, internal consistency, and scale stability. Moreover, gender and grade level significantly influenced chemistry self-efficacy, favoring females and the highest-grade students, respectively. However, moving to a higher grade level does not necessarily enhance self-efficacy in students each year, although it does eventually. Probable moderating factors related to gender and grade levels are also discussed.
Saputra et al. (Fri,) studied this question.