Perceived Academic Self-Efficacy And Academic Performance In Mexican Female University Students: A Structural Equation Modeling Analysis
DOI:
https://doi.org/10.29105/rce-fod.v21i2.202Keywords:
academic self-efficacy, Academic Performance, confirmatory factor analysis,, structural equation modeling, higher educationAbstract
The present study had two objectives: to estimate the psychometric properties of the Academic Behavior Self-Efficacy Scale (EACA) through confirmatory factor analysis, comparing two alternative measurement models; and to examine the direct and indirect relationships between perceived academic self-efficacy factors and academic performance through a structural equation model. Participants were 560 Mexican female university students aged 18 to 26 (M = 20.3, SD = 1.8), who completed the EACA. AMOS 21 was used with maximum likelihood estimation. The revised model (EACA-M2) showed better fit indices than the original model and explained 73% of the variance. The final structural model, after removing the non-significant path between Attention and Communication, showed adequate fit and explained 14% of the variance in performance. Excellence emerged as the most relevant direct predictor (β = .32), while Attention showed the largest total indirect effect (β = .30). These findings support the utility of the EACA and the centrality of self-regulation in university success, with implications for psychoeducational interventions.
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Copyright (c) 2026 Edgar Francisco Ordoñez Bencomo, Rocio Janet Figueroa Rubio, José René Blanco Ornelas, Perla Jannet Jurado-García, Susana Ivonne Aguirre Vásquez
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