Problems of measuring psychometric properties of a comprehensive reading self-efficacy scale in Peru, Venezuela, and Türkiye: The need for a qualitative approach
DOI:
https://doi.org/10.5281/zenodo.17399891Keywords:
Reading self-efficacy, cognitive processes, reading competences, quantitative bias.Abstract
In the Peruvian context, where, according to the latest PISA report, reading comprehension indicators are not optimistic, so it is essential to have reliable instruments for both cognitive measurement and statistical analysis. Given the unquestionable relevance of Reading Self-Efficacy tests, we propose to measure the psychometric properties of a Comprehensive Reading Self-Efficacy Scale in secondary school students in Peru, following two models published in high-impact journals, one in Maracaibo, Venezuela, and another in Turkey. Following the literature, the test was conducted on a sample of 501 students from three secondary schools in Lima, comprising a proportional population of 50% female and 50% male, from grades 1 to 5. The findings regarding the CFA showed that the values ??met a perfect fit with respect to the X2/df Parsimony adjustments, the RMSEA absolute adjustments, and the SRMR. For comparative adjustments, a CFI of 0.989 and a TLI of 0.986 also provide a perfect fit. However, in the present study, as in the Venezuelan and Turkish sources, the measurement is not clearly relevant at the cognitive level, so they do not actually measure the psychometric properties of the "integral scale" and therefore of "reading self-efficacy." This is because the three studies' factorial robustness and perfect statistical fits, contradict the very concept of reading comprehension in PISA, which emphasizes the multifactorial nature and dynamic nature of the involved processes. In the absence of sufficient qualitative methodologies in the three sources, we warn of the dangers of ignoring the psychometric properties of the "integral scale" in recent scientific publications.
Downloads
References
Aiken, L. (1985). Three Coeficients for Analyzing the Reliability and Validity of Ralings. Educatlonai and Psychologjcal Measurement, 45, 131-142.
Aldaba, Al. (2003). Las competencias cognitivas y el perfil del aprendiz exitoso. Investigación Educativa Duranguense, 2, 11–22. http://dialnet.unirioja.es/servlet/dcfichero_articulo?codigo=2880752
ANEP (2022). Marco conceptual de LECTURA Actualizado por OECD-PISA en 2018. ANEP Uruguay. https://pisa.anep.edu.uy/sites/default/files/Recursos/Marcos%20conceptuales/2022-PISA-Uruguay-Marcos%20conceptuales-Marco%20lectura.pdf
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29, 1038–1059. https://doi.org/doi: 10.6018/analesps.29.3.17851
Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functloning. EDeducational Psychologist, 28(2), 117–148.
Bandura, A. (1994). Self-Efficacy. In Ramachaudran (Ed.), Encyclopedia of human behavior (4th ed., pp. 71–81). New York. Academic Press.
Bandura, A. (1997). Self efficacy the exercise of control. Freeman and Co.
Bandura, A., Freeman, W., & Lightsey, R. (1999). Autoeficacia: el ejercicio del control. J. Cogn. Psychother., 13, 158–166. https://doi.org/doi: 10.1891/0889-8391.13.2.158
Boekaerts, M. (2002). Motivation to learn,. SADAG, Bellegarde.
Bong, M., & Skaalvik, E. M. (2003). Academic self- concept and self-efficacy: how different are they re- ally? Educational Psychology Review, 15(1), 1–40. https://doi.org/1040-726X/03/0300-0001/0
Busot, I. M. (1997). Teoría de la auto-eficacia (A. Bandura): Un basamento para el proceso instruccional Self-Efficacy Theory (A. Bandura) Bases for the Instructional Process. Encuentro Educacional, 4(1), 53–63. https://produccioncientificaluz.org/index.php/encuentro/article/view/1090
Castro Aniyar, D. (2022). El arte de la predicción social, en Castro Aniyar, Jácome, Cedeño Astudillo, Pontón Cevallos, Arroyo Baltán, L. El futuro del delito. Editorial Mawil. https://doi.org/10.26820/978-9942-622-05-1
Cieza Altamirano, W. P. (2023). Análisis de la comprensión lectora en la educación. Horizontes. Revista de Investigación En Ciencias de La Educación, 7(31), 2699–2710. https://doi.org/10.33996/revistahorizontes.v7i31.695
Cignetti, M. and M. F. R. (2023). How are education systems integrating creative thinking in schools?”, PISA in Focus Paris. OECD Publishing, 122. https://doi.org/10.1787/098bab1a-en
Clay, M. (1991). Becoming literate: the construction of inner control. Heinemann Education.
Clay, M. (2001). Change over time in children’s literacy development. Portsmouth, Heinemann.
Clay, M. (2005). Literacy lessons designed for individuals part one: Why? When? And How? Portsmouth. Heinemann.
Delgado-Vásquez, A. E., Escurra-Mayaute, L. M., Clotilde Atalaya-Pisco, M., Pequeña-Constantino, J., Cuzcano-Zapata, A., Santiago Solís-Narro, R., Marcial Alvarez-Flores, D., Emilia Rodríguez-Tarazona, R., Castro-Celis, E. A., & Torres-Acuña, W. (2022). Reading Comprehension, Reading Self-Efficacy And Attitude Towards Reading In Students At A Metropolitan Lima State University. Journal of Positive School Psychology, 2022(6), 6908–6917. http://journalppw.com
Fidalgo, R., Arias-gundín, O., & Olivares, F. (2013). Diseño y análisis psicométrico de una escala de auto-eficacia hacia la lectura. 41, 17–26.
Fidalgo, R., & Arias, G. O. (2012). Estudio de la Autoeficacia en la Lectura desde una Perspectiva Evolutiva. International Journal of Developmental and Educational Psychology, 2(1), 125–132. http://www.redalyc.org/articulo.oa?id=349832339012%0A
García-Álvarez, D., Cobo-Rendón, R., Hernández-Lalinde, J. (2022) Retos Nº 46, pp. 1093-1104. https://recyt.fecyt.es/index.php/retos/article/view/94281/69788
Grimaldo-Muchotrigo, M. G., Rojas, J. C., & Calderón-De la Cruz, G. (2021). Evidencias psicométricas de la Escala de Autoeficacia General (EAG) en universitarios peruanos. Ansiedad y Estrés, 27, 132-139 https://doi.org/10.5093/anyes2021a18
Han, J., Peura, P., Ford, C. J., Butz, A. R., & Usher, E. L. (2024). Opportunities and obstacles: Using profile analysis to examine sources of reading self-efficacy in early adolescence. Learning and Individual Differences, 116(March), 102573. https://doi.org/10.1016/j.lindif.2024.102573
Kosar, G., Akbana, Y. E., & Yakar, L. (2022). Development and Validation of a Reading Self-Efficacy Scale. International Journal of Assessment Tools in Education, 9(1), 203–219. https://doi.org/https://doi.org/10.21449/ijate.894688
Lloret-segura, S., Ferreres-traver, A., & Tomás-marco, A. H. I. (2014). El análisis factorial exploratorio de los ítems : una guía práctica , revisada y actualizada Introducción Determinación de la adecuación del Análisis. 30, 1151–1169.
MINEDU. (2023). PISA 2022: el Perú mantiene sus resultados en las competencias de Lectura y Ciencia. Ministerio de Educación. http://umc.minedu.gob.pe/pisa-2022-el-peru-mantiene-sus-resultados-en-las-competencias-de-lectura-y-ciencia/
Morales García, W. C., Muñante Subauste, Y. Y., Sairitupa Sanchez, L. Z. S., Morales García, S., B., A. A., Rivera Lozada, O., & Cunza, D. F. (2024). Psychometric properties of the reading self-efficacy scale in Peruvian students aged 10 to 16 years. Frontiers in Education. https://doi.org/https://doi.org/10.3389/feduc.2024.1234268
OCDE. (2023a). Perú: Desempeño de los estudiantes (PISA 2022).
OCDE. (2023b). Resultados PISA 2022: Volumen I. El estado de la enseñanza y la equidad en educación. PISA 2022. https://www.oecd-ilibrary.org/education/pisa-2022-results-volume-i_53f23881-en
Peura, P., Aro, T., Räikkönen, E., Viholainen, H., Koponen, T., Usher, E. L., & Aro, M. (2021). Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources. Contemporary Educational Psychology, 64(January). https://doi.org/10.1016/j.cedpsych.2021.101947
Peura, P., Aro, T., Viholainen, H., Räikkönen, E., Usher, E. L., Sorvo, R., & Aro, M. (2019). Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter? Learning and Individual Differences, 73(May), 67–78. https://doi.org/10.1016/j.lindif.2019.05.007
Preston, C. C., & Colman, A. M. (2000). Optimal Number of Response Categories in Rating Scales: Reliability, Validity, Discriminating Power, and Respondent Preferences. Acta Psychologica, 104, 1-15. https://doi.org/https://doi.org/10.1016/S0001-6918(99)00050-5
Ronconi, A., Altoè, G., & Mason, L. (2025). Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents’ cognitive load, epistemic emotions, and text comprehension. Learning and Individual Differences, 117(November 2024). https://doi.org/10.1016/j.lindif.2024.102604
Rossi, T., Trevisol, A., dos Santos-Nunes, D., Dapieve-Patias, N., & Hohendorff, J. Von. (2020). Perceived overall self-efficacy and motivation to learn in high school teenagers. Acta Colombiana de Psicologia, 23(1), 264–271. https://doi.org/10.14718/acp.2020.23.1.12
Schunk, D., & Rice, J. M. (1993). “Strategy fading and progress feedback: effects on self efficacy and comprehension among students receiving remedial reading services.” Journal of Special Education, 27, 257–276.
Shell, D., Murphy, C., & Bruning, R. (1989). Mecanismos de autoeficacia y expectativas de resultados en el rendimiento en lectura y escritura. J. Educ. Psychol., 81, 91–100. https://doi.org/doi: 10.1037/0022-0663.81.1.91
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27. https://doi.org/10.1080/02702710903256601
Soper, D. (2023). A-priori sample size calculator for structural equation models. Software. Available At: https://www.danielsoper.com/statcalc/default.aspx Wang,
Torres, P., & Granados, D. E. (2014). Procesos Cognitivos Implicados en la Comprensión Lectora en Tercer Grado de Educación Primaria. Revista Psicogente, 17(32), 452–459. https://www.redalyc.org/articulo.oa?id=497551995017%0Ahttps://dialnet.unirioja.es/servlet/articulo?codigo=6113866%0Ahttps://dialnet.unirioja.es/descarga/articulo/6113866.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Encuentros. Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
