Problems of measuring psychometric properties of a comprehensive reading self-efficacy scale in Peru, Venezuela, and Türkiye: The need for a qualitative approach

Calla C.; Quenta R.S.; Huapaya G.; Ticona A. · Encuentros (Maracaibo) (2025) · DOI: 10.5281/zenodo.17399891

Resumen

In the Peruvian context, where, according to the latest PISA report, reading comprehension indicators are not very favorable, it is essential to have reliable instruments for both cognitive measurement and statisti-cal analysis. Given the unquestioned relevance of Reading Self-Efficacy tests, this study proposes to establish the relevance of the psychometric properties of a Comprehensive Reading Self-Efficacy Scale in secondary school students in Peru. Following this literature, the test was adminis-tered to a sample of 501 students from three secondary schools in Lima, representing a 50% female and 50% male population from grades 7 through 11. The findings regarding confirmatory factor analysis (CFA) showed that, with respect to parsimony adjustments (χ²/df), absolute adjustments (RMSEA), and SRMR, the values met the fit requirements perfectly. For comparative adjustments, the CFI (Critical Factor Index) was 0.989 and the TLI (Third-Level Reading Index) was also 0.986. However, in the study carried out, as in the Venezuelan and Turkish sources, it is not pro-perly appreciated that the measurement was pertinent at the cognitive level, so, in reality, they do not measure psychometric properties of a “comprehensive scale” and therefore, of “reading self-efficacy”.

Instituciones: Universidad Peruana Unión