Evidencias de validez y confiabilidad de una escala para evaluar autoconcepto académico

The aim of the study was to build a scale to evaluate the academic self-concept in elementary school students from Mexico City and the State of Mexico. Therefore, two stages were organized with a quantitative approach and non-experimental design: (a) adaptation of the Academic Self Concept for Adolescents Scale (Ordaz-Villegas et al., 2013) and (b) obtaining evidence of validity and reliability. In the first phase, five psychologist aged between 29-years old and 43-years old, chosen through purposeful sampling participated and assessed the quality of the items. Two hundred and sixty-four students also participated in the first stage and they were from fourth to sixth grade of elementary school aged between 8-years old and 12-years old. Two hundred and sixty-four students aged between 8-years old and 13-years old participated in the second stage. All students were selected by quota sampling.The data were analyzed using content validity ratio, content validity index, correlation, internal consistency and factor analysis. The results showed a scale of 12 items (α = .84) with evidence of validity and two factors: positive self-assessment (α ≥ .78) and self-monitoring (α ≥ .67). In conclusion, an adequate scale was obtained to assess academic self-concept in elementary school students from the Valley of Mexico. However, there are limitations regarding using it in different samples and in obtaining normative scores.