Academic self-efficacy and motivation: a measurement for the achievement of school objectives

The purpose of the current investigation is the construction and validation of the Self-Efficacy Scale (ACAES) through a deliberate sample of 1101 Chilean school students. The methodological procedure was carried out from the classic approach perspective of the theory of the test, complementing the exploratory factor analysis with the models of the structural equation modeling (SEM). The exploratory factor analysis of the 18 statements of the scale showed a structure of 3 factors, namely: confidence in the task; effort made in performing the task and comprehension of the task. The statistics associated to the instrument show a 57.037% of explained variance and a Cronbach alpha of the total scale of 0.917. At confirmatory level (SEM), the model obtained a goodness degree of global adjustment (Chi Square /gl) equal to 2.87, a RMSEA equal to 0.049, as well as, adequate adjustment index, namely, CFI=0.963; IFI=0.963 and RMSR (standardised)=0.0359. The psychometric properties account for a valid and reliable instrument for measurement of academic self-efficacy in school context, as well as, to facilitate cognitive and metacognitive processes as self-regulatory learning strategy.