Review Reports

Round 1

Reviewer 1 Report

I suggest the authors make some important comments to improve this article as follows:

1. Regarding the original theoretical model evaluated in ESEM, The authors should add section 2 about research theories related to the research model developed.
2. The authors should link their research theories with the hypotheses of the research model.
3. The authors analyzed the measurement models (model fit). "evaluation was based on the following goodness-of-fit indices: χ2/gl ratio values, CFI". Thus, I suggest showing these results in Figure.
4. The authors should add the hypothesis results to the table. It will be easy to understand.

Good luck 

Author Response

We thank the reviewers for his/her constructive comments and his/her thorough revision of the manuscript. Below we answer his/her questions and concerns, including explicitly the changes made in the manuscript as well.

Regarding the original theoretical model evaluated in ESEM, The authors should add section 2 about research theories related to the research model developed.

Response: Information related to the research model developed has been increased in the 5th paragraph of the introduction.  If it is necessary to expand this information further, please let us know.

The authors should link their research theories with the hypotheses of the research model.

Response: Thank you very much for this comment. Please note that you can find this information in the last paragraph of the discussion.

The authors analyzed the measurement models (model fit). "evaluation was based on the following goodness-of-fit indices: χ2/gl ratio values, CFI". Thus, I suggest showing these results in Figure.

Response: The figure has been modified and the goodness-of-fit indices has been added.

The authors should add the hypothesis results to the table. It will be easy to understand.

Response: The information about the hypothesis results has been added in the text, instead of a Table. We think that a Table only for the hypothesis could the reader get confused.

Author Response File: Author Response.pdf

Reviewer 2 Report

Introduction.

-Academic self-concept as a psychological variable.

Consider a causal relationship between self-concept and academic performance.

Consider a correlation between negative academic self-concept and academic demotivation.

-State of play. Adequate.

-Objectives:

H1) Validate and make scale reliable. 

H2) Hypothesis  that factorial invariation will obtain adequate values depending on sex and educational level.

H3) The higher-order model based on two subscales will obtain adequate values of validity and reliability.

H4) The scale will make it possible to predict the subscales of academic engagement.

Materials and methods.

Design

Inclusion criteria:

-Students of a master's degree in Secondary Education or face-to-face undergraduate student of a university course related to the training of future teachers.

Exclusion criteria:

-Not have given consent to the use of data in the research.

-Not having completed the data collection form.

 

Instrument

The purpose of the work is to assess the reliability and validity of:

1. The Academic Self-Concept Scale (ASCS) (Matovu, 2014). Scale Lickert  1 (Strongly disagree) to 7 (strongly agree).

-Academic confidence (4 items).

-Academic effort (6 items).

1. b) Ultrecht Work Engagement Scale (UWES-S). Scale Licker  1 (strongly disagree) to 5 (completely agree)

                -Satisfaction with the studies (7 items)

                -Willingness to study (8 items).

-External validation by experts. Intraclass correlation Coefficient (ICC): Relevance and comprehension.

-Pilot test with 45students between 18 and 27 years old.

-The final administration is done online.

Sample size: 681 students. Representativeness is ensured.

Statistical analysis and results

There is a wide variety of techniques with a very original combination.

Analysis of structural equations. The analysis techniques are especially interesting. Reliability is analyzed with McDonald's w and Cronbach's alpha, with values greater than 0.7.   Invariance  Test, identifying the values of chi square, Tucker-Lewis index and comparative adjustment. Identification of latent variables: academic self-concept. Study of nomological validity with a regression model that analyzes the predictive relationship of trust and academic effort with the will to study and satisfaction with studies.

Conclusions

It concludes on the reliability and validity of the scale for the Spanish university population.

It makes explicit the usefulness of the scale as a tool to facilitate academic achievement, stimulate academic persistence and educational choice behaviors.

It includes key limitations of the work: a non-random and unbalanced sample. As well as the origin of the students, high school and undergraduate master's students.

Work prospects include its usefulness for faculty and students.

In addition, a high interest in the analysis methodology used is added.

 

PROPOSAL OF MODIFICATIONS TO THE AUTHORS:

It would be interesting to explain in a friendly way the procedure followed which is one of the strongest points of the work. The replicability of the procedure is the focus of this work.

(TABLE 1). Although the scale is used in Spanish, it may be convenient to present it translated into English.

Author Response

We thank the reviewers for his/her constructive comments and his/her thorough revision of the manuscript. Below we answer his/her questions and concerns, including explicitly the changes made in the manuscript as well.

It would be interesting to explain in a friendly way the procedure followed which is one of the strongest points of the work. The replicability of the procedure is the focus of this work.

Response: Thank you very much for your suggestion. Please note that in section 2.3 it is detailed the procedure of adaptation, translation, and back-translation of items of this scale, experts evaluation, just like the contact with educational centres (the heads and teachers of Faculties of Education Sciences and the Master's in Teaching) and data collection. Subsequently, in the section 2.6 it is explaind data analysis, step by step, the process for ESEM-1, ESEM-2, CFA, invariance and regression model. We think that explanation ensures the replicability of the procedure.

(TABLE 1). Although the scale is used in Spanish, it may be convenient to present it translated into English.

Response: Once again, thank you for your suggestion, however, please note that Table 1 contains the descriptions of each item in Spanish and in English. E.g. (1) Puedo seguir el desarrollo de las clases con facilidad [I can follow the lectures easily] (see Table 1).

Author Response File: Author Response.pdf