Psychometric properties and invariance of the self-efficacy for writing scale in Peruvian high school students

Abstract

Introduction: Being able to write is a key competency in educational models; therefore, it is important to have a scale to assess writing self-efficacy. Objective: The study evaluated the internal structure, providing evidence of reliability, validity, and factorial invariance of the self-efficacy for writing scale (SEWS) across sex and age in Peruvian schoolchildren. Methods: An instrumental study was carried out on 1,107 Peruvian adolescents (early, middle, and late) of school age. A confirmatory factor analysis was carried out and the factorial invariance for sex and age was evaluated. Results: A good fit was obtained for the total sample (χ2 = 1229.08, df = 101, CFI = 0.997, TLI = 0.997, RMSEA = 0.057 [90% CI: 0.0540.059], and SRMR = 0.029) and presented good α, ω, and H reliability (>0.89). Correlations between another measure of writing self-efficacy (p = 0.76; p