The Malay Self–Efficacy Questionnaire for School Situations: Development, reliability, and validity among early adolescents in primary school
The Malay Self–Efficacy Questionnaire for School Situations: Development, reliability, and validity among early adolescents in primary school
Main Article Content
Abstract
Low perceived self–efficacy (SE) for responding to school–related situations is posited to be associated with school refusal. This study examined the validity and reliability of the Malay version of the Self–Efficacy Questionnaire for School Situations (SEQ–SS) among early adolescents in Kota Bharu. The English version of the 25–item SEQ–SS was translated into Malay. Employing a cross–sectional design, students (10-11 years) from five randomly selected public primary schools were recruited via proportionate cluster sampling. Two hundred and fifteen students, 65% female, mean age of 10.3 years (SD=0.5), completed the Malay SEQ–SS. Validity was examined with exploratory factor analysis (EFA). Cronbach’s alpha was used to determine internal consistency. Means and standard deviations were used to describe the total and subscale scores. EFA analyses retained 19 items which clustered into four factors: ‘SE in socially challenging situations’, ‘SE in personally challenging situations’, ‘SE in separation situations’, and ‘SE in situations of disengagement from school’. Internal consistencies were low, approaching moderate, with Cronbach’s alpha values between 0.64 and 0.69. The four–factor solution of the Malay SEQ–SS appears to permit identification of specific domains of low SE which could inform individualized interventions targeting early adolescents in primary school.
References
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refusal and other attendance problems: Introduction to the special series. Cognitive and
Behavioral Practice, 26, 1-7. doi: 10.1016/j.cbpra.2018.12.003
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school attendance problems: Why and how? Cognitive and Behavioral Practice, 26(1),
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The involvement of teenagers in social problems at low cost housing areas. Social Sciences
(Pakistan), 8(3), 260-264.
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(Vol. 4, pp. 71-81). New York: Academic Press.
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affective self?regulatory efficacy in diverse spheres of psychosocial functioning. Child
Development, 74(3), 769-782. doi: 10.1111/1467-8624.00567
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cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
https://doi.org/10.1097/00007632-200012150-00014
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http://dx.doi.org/10.1136/adc.76.2.90
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Berzonsky, (Eds.), Handbook of Adolescent Development (pp 330-348). USA: Blackwell
Publishing Ltd. doi: 10.1002/9780470756607.ch16
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Malaysia and the United States. The Journal of Social Psychology, 132(4), 487-495.
doi: 10.1080/00224545.1992.9924728
Caprara, G.V., Alessandri, G., & Eisenberg, N. (2012). Prosociality: The contribution of traits,
values, and self-efficacy beliefs. Journal of Personality and Social Psychology, 102(6),
1289-1303. https://doi.org/10.1037/a0025626
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school. School Psychology International, 31(2), 115-130.
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1(2), 245-276. doi: 10.1207/s15327906mbr0102_10
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Leiden, the Netherlands: Leiden University.
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development. Psychological Assessment, 7(3), 309-319. doi: 10.1037/1040-3590.7.3.309
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recommendations for getting the most from your analysis: Four recommendations for
getting the most from your analysis. Practical Assessment Research and Evaluation,
10(7),1-9. doi: 10.4135/9781412995627.d8
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in evaluating injury prevention interventions: Part 2. Design effect, sample size
calculations and methods for analysis. Injury Prevention, 16(2), 132-136. doi:
10.1136/ip.2009.023127
Darling, N., Cumsille, P., & Martínez, M. L. (2008). Individual differences in adolescents’ beliefs
about the legitimacy of parental authority and their own obligation to obey: A longitudinal
investigation. Child Development, 79(4), 1103-1118. doi: 10.1136/ip.2009.023127
Drolet, M., & Arcand, I. (2013). Positive development, sense of belonging, and support of peers
among early adolescents: Perspectives of different actors. International Education Studies,
6(4), 29-38. doi: 10.5539/ies.v6n4p29
Duizer, L. (2007). Evaluation of the Dutch Self-Efficacy Questionnaire for School Situations:
Convergent validity and test–retest reliability. Unpublished master’s thesis. Leiden, the
Netherlands: Leiden University.
Egger, H.L., Costello, J.E., & Angold, A. (2003). School refusal and psychiatric disorders: A
community study. Journal of the American Academy of Child and Adolescent Psychiatry,
42(7), 797-807. doi: 10.1097/01.CHI.0000046865.56865.79
Eisenberg, N., Cumberland, A., Guthrie, I.K., Murphy, B.C. & Shepard, S.A. (2005). Age changes
in prosocial responding and moral reasoning in adolescence and early adulthood. Journal
of Research on Adolescence, 15(3), 235-260. doi: 10.1111/j.1532-7795.2005.00095.x
Elias, H., Mahyuddin, R., Noordin, N., Abdullah, M.C., & Roslan, S. (2009). Self-efficacy beliefs
of at-risk students in Malaysian secondary schools. International Journal of Learning,
16(4), 201-209. doi: 10.18848/1447-9494/CGP/v16i04/46251
Fabrigar, L.R., Wegener, D.T., MacCallum, R.C. & Strahan, E.J. (1999). Evaluating the use of
exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-
299. doi: 10.1037/1082-989X.4.3.272
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early and late adolescence. Australian Journal of Educational and Developmental
Psychology, 5, 1-16.
Gardano, A.C. (1998). Risk and resiliency factors among culturally diverse families: Implications
for family psychopathology. In L. l’Abate (Ed.), Family psychopathology: The relational
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Gottfried, M.A. (2014) Chronic absenteeism and its effects on students’ academic and
socioemotional outcomes. Journal of Education for Students Placed at Risk, 19(2), 53-75.
doi: 10.1080/10824669.2014.962696
Gupta, M. & Lata, P. (2014). Absenteeism in schools: A chronic problem in the present time.
Educationia Confab, 3(1), 11-16.
Hair, J., Black, W., Babin, B., & Anderson, R. (2014). Exploratory factor analysis. In Multivariate
data analysis (pp. 89-149) Harlow: Pearson.
Havik, T., Bru, E., & Ertesvåg, S.K. (2015). Assessing reasons for school non-attendance.
Scandinavian Journal of Educational Research, 59(3), 316-336. doi:
10.1080/00313831.2014.904424
Hersov, L.A. (1960). Refusal To Go To School. Journal of Child Psychology and Pychiatry, 1(2),
137-145. doi: 10.1111/j.1469-7610.1960.tb01988.x
Heyne, D. (2006). School refusal. In J.E. Fisher, & W. T. O'Donohue (Eds.). Practitioner’s guide
to evidence-based psychotherapy (pp. 600-619). New York, NY, US: Springer Science
+ Business Media. doi: 10.1007/978-0-387-28370-8_60
Heyne, D. (2019). Developments in classification, identification, and intervention for school
refusal and other attendance problems: Introduction to the special series. Cognitive and
Behavioral Practice, 26, 1-7. doi: 10.1016/j.cbpra.2018.12.003
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiating among
school attendance problems: Why and how? Cognitive and Behavioral Practice, 26(1),
8-34. doi: 10.1016/j.cbpra.2018.03.006
Heyne, D., King, N., Tonge, B., Rollings, S., Pritchard, M., Young, D., & Myerson, N. (1998).
The self-efficacy questionnaire for school situations: Development and psychometric
evaluation. Behaviour Change, 15(1), 31-40. doi: 10.1017/S081348390000588X
Heyne, D., Maric, M., Kaijser, J., Duizer, L., Sijtsma, C., & Van der Leden, S. (2007).
Self-Efficacy Questionnaire for School Situations—Dutch version. Unpublished measure.
Leiden, the Netherlands: Leiden University.
Heyne, D., Sauter, F., & Maynard, B.R. (2015). Moderators and mediators of treatments for youth
with school refusal or truancy. In M. Maric, P. J. Prins, & T. H. Ollendick, T. H. (Eds.),
Moderators and mediators of youth treatment outcomes (pp. 230-266). New York, NY,
US: Oxford University Press.
Inglés, C.J., Gonzálvez-Maciá, C., García-Fernández, J.M., Vicent, M., & Martínez-Monteagudo,
M.C. (2015). Current status of research on school refusal. European Journal of Education
and Psychology, 8(1), 37-52. http://dx.doi.org/10.1016/j.ejeps.2015.10.005
Kaiser, H.F. (1960). The application of electronic computers to factor analysis. Educational and
Psychological Measurement, 20(1), 141-151. doi: 10.1177/001316446002000116
Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: A contemporary
review. Clinical Psychology Review, 28(3), 451-471. doi: 10.1016/j.cpr.2007.07.012
Kelantan Education Department. (2015). Full Report Statistics MAP. Retrieved from:
http://jpnkelantan.moe.gov.my/v1/index.php/component/content/article?id=148 [Accessed
9 October].
Keshavarz, S., & Baharudin, R. (2009). Parenting style in a collectivist culture of Malaysia.
European Journal of Social Sciences, 10(1), 66-73.
King, N.J., Tonge, B.J., Heyne, D., Pritchard, M., Rollings, S., Young, D., Myerson, N., &
Ollendick, T.H. (1998). Cognitive?behavioral treatment of school?refusing children: A
controlled evaluation. Journal of the American Academy of Child and Adolescent
Psychiatry, 37(4), 395-403. doi: 10.1097/00004583-199804000-00017
Maric, M., Heyne, D., MacKinnon, D., Van Widenfelt, B., & Westenberg, P. (2013). Cognitive
mediation of cognitive-behavioural therapy outcomes for anxiety-based school refusal.
Behavioural and Cognitive Psychotherapy, 41(05), 549-564.
doi: 10.1017/S1352465812000756
McShane, G., Walter, G., & Rey, J.M. (2001). Characteristics of adolescents with school refusal.
Australian and New Zealand Journal of Psychiatry, 35(6), 822-826.
doi: 10.1046/j.1440-1614.2001.00955.x
Naing, N. (2010). A practical guide on determination of sample size in health sciences research.
Malaysia: Pustaka Aman Press.
Newman, B.M., Lohman, B.J., & Newman, P.R. (2007). Peer group membership and a sense of
belonging: Their relationship to adolescent behavior problems. Adolescence, 42(166), 241-
263.
Nik, N.J., Tuti, M.D., Wan, W.I., Abdul, F.N., Nor, K., Reddy, P., & Shamsul, S. (2013).
Externalizing and internalizing syndromes in relation to school truancy among adolescents
in high-risk urban schools. Asia Pacific Psychiatry, 5(S1), 27-34. doi: 10.1111/appy.12072
Omar, K., Bujang, M.A., Daud, M., Iryani, T., Rahman, A., Nazri, F., Loh, S.F., Haniff, J.,
Kamarudin, R., & Ismail, F. (2011). Validation of the Malay Version of Adolescent
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