Hemade Ali, Malaeb Diana, Alhuwailah Amthal, Helmy Mai, Barakat Muna, Hallit Rabih, El Khatib Sami, Rahal Mohamad, Rabbani Syed Arman, Alzayer Reem, Farrag Nada H, El Hajjar Rita, Mallouh Jinan, Obeid Sahar, Hallit Souheil, Fekih-Romdhane Feten
Faculty of Medicine, Lebanese University, Hadat, Lebanon.
College of Pharmacy, Gulf Medical University, Ajman, United Arab Emirates.
Sci Rep. 2025 Apr 12;15(1):12620. doi: 10.1038/s41598-025-96896-6.
Academic self-efficacy (ASE), the belief in one's ability to succeed in academic tasks, plays a crucial role in student motivation, learning, and performance. Reliable measurement of this construct is essential for identifying students' strengths and areas for improvement. This study aims to translate and validate the Academic Self-Efficacy Scale for use among university students from six different Arab countries. Using the Snowball sampling technique, participants (n = 2131), university students six Arab countries (i.e., KSA, UAE, Egypt, Lebanon, Oman, and Kuwait), answered the demographic questions and completed the Arabic Academic Self-Efficacy Scale, the Depression Anxiety Stress Scale-8, and the Multidimensional Social Support Scale. Confirmatory Factor Analysis proved a one-factor solution for the ASE scale. Adequate composite reliability was found (ω =.96; α =.96). Convergent and concurrent validity was assessed and proven by a negative correlation with measures of psychological distress and positive correlation with measures of social support. Our translation of the ASE scale was invariant across sexes and countries, with females scoring significantly higher than males. Our Arabic version of the ASE scale is a validated and reliable tool for assessing ASE in Arabic speaking populations, and shall provide means for assessing students' confidence in their academic abilities and help improve student support.
学业自我效能感（ASE），即个人对在学业任务中取得成功的能力的信念，在学生的动机、学习和成绩方面起着至关重要的作用。对这一构念进行可靠的测量对于识别学生的优势和改进领域至关重要。本研究旨在翻译并验证学业自我效能感量表，以供来自六个不同阿拉伯国家的大学生使用。采用滚雪球抽样技术，参与者（n = 2131），即来自六个阿拉伯国家（即沙特阿拉伯、阿联酋、埃及、黎巴嫩、阿曼和科威特）的大学生，回答了人口统计学问题，并完成了阿拉伯语学业自我效能感量表、抑郁焦虑压力量表 - 8和多维社会支持量表。验证性因素分析证明学业自我效能感量表为单因素模型。发现具有足够的组合信度（ω =.96；α =.96）。通过与心理困扰测量指标的负相关以及与社会支持测量指标的正相关来评估并证明收敛效度和同时效度。我们对学业自我效能感量表的翻译在性别和国家之间具有不变性，女性得分显著高于男性。我们的阿拉伯语版学业自我效能感量表是评估阿拉伯语人群学业自我效能感的经过验证且可靠的工具，并将为评估学生对其学业能力的信心提供方法，有助于改善对学生的支持。
