Resumo

CASIRAGHI, Bruna; ALMEIDA, Leandro S.  e  BORUCHOVITCH, Evely. Academic success and inherent variables: Contributions to instrument validation. Aval. psicol. [online]. 2022, vol.21, n.1, pp. 52-63. ISSN 1677-0471.  http://dx.doi.org/10.15689/ap.2022.2101.19872.06.

Higher Education (HE) has great socioeconomic importance, with it being essential to evaluate its processes and impacts. The quality of HE relates to the ability to retain students and ensure course completion, which is associated with institutional and personal variables. Among the individual variables, self-efficacy, learning strategies and motivation to learn are central constructs. This work aimed to reassess the psychometric characteristics, through confirmatory factor analysis, of three instruments: the Self-Efficacy Scale for Learning, the Motivation Scale for Learning by University Students and the Scale of Learning Strategies for University Students. This study included 264 students of both genders, from different years and courses of the three areas of knowledge: humanities, health and exact sciences. The study reaffirmed the validity and reliability of the instruments, which evaluate variables relevant to the learning process and academic success in HE.

Palavras-chave : higher education; academic success; self efficacy; learning strategies; motivation.

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