Validazione italiana dell’Academic Behavioural Confidence Scale con studenti di Scienze della Formazione Primaria
DOI:
https://doi.org/10.7346/sird-012023-p96Parole chiave:
Academic Behavioural Confidence; Auto-efficacia; Higher Education; Validazione; CulturaAbstract
L’academic behavioural confidence (fiducia nel comportamento accademico) rappresenta una variante dell’auto-efficacia e fa riferimento alle credenze e alle aspettative degli studenti in merito alle loro capacità di rispondere adeguatamente alle richieste poste dallo studio universitario (Sander & Sanders, 2009; Putwain & Sander, 2016). Questo costrutto risulta associato a diversi outcome positivi per gli studenti, come l’adozione di strategie di coping efficaci nella vita universitaria e i risultati accademici. Costituisce peraltro una delle dimensioni su cui le università hanno la possibilità di intervenire al fine di ridurre l’abbandono universitario e favorire il successo accademico. Lo scopo del presente studio è quello di validare la scala Academic Behavioural Confidence (ABC) messa a punto da Sander e Sanders (2003, 2006, 2009). La versione italiana è stata somministrata a un campione di 1141 studenti italiani del corso magistrale a ciclo unico in Scienze della Formazione Primaria. A partire dall’analisi della letteratura, sono stati testati diversi modelli alternativi. L’analisi fattoriale ha mostrato una struttura a tre fattori che si discosta da quella originaria. I tre fattori (“Grades-Studying”, “Verbalizing” e “Attendance”) sono risultati significativamente associati con la performance accademica e con le possibili motivazioni che inducono gli studenti a rimanere indietro con gli esami. Le differenze tra la soluzione emersa e il modello fattoriale originale vengono discusse a partire da una prospettiva teorica e culturale.
Riferimenti bibliografici
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