Validation of the Academic Self-Concept Scale in the Spanish University Context

The aims of this study were: (i) to provide evidence reliability and validity regarding the dimensionality Spanish version two correlated subscales measuring Academic Self-Concept (ASC); (ii) analyze factorial invariance according sex educational level; (iii) a higher-order model from ASC subscales; (iv) predictive relationship academic engagement. An observational, descriptive, cross-sectional was designed in which 681 undergraduate university students (Mage = 24.55; SDage 5.35) (58% girls) Master’s Teacher Education participated. scale’s psychometric properties were analyzed using different exploratory confirmatory analyses demonstrating that instrument with factors (academic confidence effort) is valid, reliable, invariant terms gender level. Higher-order showed an excellent goodness-of-fit. A regression latent variables conducted showing higher positive prediction self-concept for engagement (willingness satisfaction studies). has shown itself be valid reliable use may special interest, both teachers themselves, as it allows us reflect on importance developing effort during students’ lives.