Psychometric Evaluation and Measurement Invariance of the Chinese Version MSLQ Academic Self-Efficacy Scale in Early Childhood Pre-Service Teachers

Abstract

As academic self-efficacy is one of the most significant indicators of the quality of teacher education, the issue of low academic self-efficacy among early childhood pre-service teachers is a matter of concern. While the MSLQ Academic Self-Efficacy Scale (MSLQ-ASES) is the most commonly and widely reported instrument for measuring academic self-efficacy, there are no studies that evaluate the appropriateness of the MSLQ-ASES for early childhood pre-service teachers in China. This study aimed to provide a Chinese version of MSLQ-ASES (C-MSLQ-ASES) and to evaluate its psychological properties in the context of Chinese early childhood pre-service teachers. Two sub-samples (n1=220, n2=398) were chosen using a simple random sampling method from different areas of China. Construct validity, convergent validity, measurement invariance, criterion-related validity, internal consistency, and composite reliability analysis were performed individually to assess the psychometric properties of C-MSLQ-ASES. The results of EFA confirmed a single factor of C-MSLQ-ASES. The CFA results showed that both the 9-item and 7-item factor structure models demonstrated favorable fit indices. Meanwhile, the 9-item scale had slight advantages in measurement invariance across age, criterion-related validity, and reliability. Our findings offer substantial evidence supporting that the 9-item C-MSLQ-ASES is a reliable and scientific instrument for assessing the academic self-efficacy of Chinese early childhood pre-service teachers, which will benefit the work of teachers, educational administration, and future researchers.