Transcultural Adaptation and Psychometric Evaluation of the Online Learning Self-Efficacy Scale among High School Seniors in Bandar Abbas City

Document Type : Original Article

Authors

1 Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

2 Faculty of Psychology and Counseling, Farhangian University, Tehran, Iran

3 Neuroscience Research Center, Kerman University of Medical Sciences, Kerman, Iran

4 Department of Psychology, Hormozgan University, Bandar Abbas, Iran

Abstract

Background: The rise of online education has introduced various challenges that can impact Students' Academic Self-efficacy (ASF). A comprehensive and localized tool to measure ASF in online courses in Iran is essential. This study aims to validate the transcultural adaptation and psychometric evaluation of the Online Learning Self-Efficacy Scale (OLSES) among high school seniors in Bandar Abbas City.
Methods: This study involved the transcultural adaptation of the OLSES in 2022, with a sample of 1,080 high school seniors from Bandar Abbas, Iran, selected through cluster sampling. Participants completed the OLSES and the Academic Self-Efficacy Questionnaire (ASEQ) via Google Forms. The OLSES was translated using a back-translation method and evaluated for face and content validity by ten experts. Concurrent validity was assessed by correlating the OLSES with the ASEQ, while construct validity was analyzed through Exploratory and Confirmatory Factor Analyses (EFA and CFA) using SPSS 21 and LISREL 8.80. Reliability was measured using Cronbach’s alpha, test-retest, and split-half methods, with a significance level set at 0.05.
Results: The OLSES demonstrated acceptable levels of face and content validity, as well as concurrent validity, construct validity, and reliability. The mean Content Validity Ratio (CVR) and Content Validity Index (CVI) were 0.88 and 0.83, respectively. The correlation coefficient between OLSES and ASEQ scores was 0.56. The OLSES revealed a valid three-factor structure, encompassing online learning self-efficacy, technology self-efficacy, and time management, which accounted for 63.606% of the total variance (25.87%, 18.78%, and 13.23%, respectively). CFA confirmed that the three-factor model fit the data better than a one-factor model, with fit indices indicating good model fit (SRMR=0.021, CMIN/DF=2.39). The OLSES retained 22 items throughout validity and reliability assessments, achieving a Cronbach’s alpha of 0.95 and test-retest reliability of 0.79.
Conclusion: The OLSES is a valid and reliable measure of online learning self-efficacy among high school seniors, providing a valuable tool for assessing students' confidence in online learning environments.

Highlights

Habibollah Barani (Google Scholar)

Azita Amirfakhraei (Google Scholar)

Keywords

References

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History

  • Receive Date: 15 September 2023
  • Revise Date: 10 December 2023
  • Accept Date: 02 January 2024
  • Publish Date: 01 March 2024

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