Italian validation of the Academic Behavioural Confidence Scale with Teacher Education Students

Academic behavioural confidence represents a variant of self-efficacy and refers to students’ beliefs and expectations about their ability to respond appropriately to the demands posed by university study (Sander & Sanders, 2009; Putwain & Sander, 2016). This construct is associated with several positive student outcomes, such as effective academic coping strategies or academic achievement. Moreover, it constitutes one of the dimensions on which universities could intervene to reduce academic dropout and increase academic performance. The aim of the study was to validate the Academic Behavioural Confidence (ABC) scale developed by Sander and Sanders (2003, 2006, 2009), with a sample of Italian undergraduates. Participants were 1141 students enrolled in the Master’s Degree Programme in Teacher Education. Based on the available literature, several models were tested. Factor analysis showed a three-factor structure deviating from the original one. The factors (“Grades-Studying”, “Verbalizing”, and “Attendance”) were significantly associated with academic performance and reasons for not being on track with exams. Discrepancies between the solution found and the original factorial model are discussed from a theoretical and cultural perspective.