شبكة المعلومات العربية التربوية

The purpose of this study was to determine whether exploratory factor analysis of the Arabic version of college students’ self-efficacy scale results in an interpretable factor structure consistent with the original English version of College Students’ Self-Efficacy Scale (CSSES). The design of this study was an ex-post facto with data collected using the survey method. The sample for this study consisted of 305 students randomly selected from the Hashemite University. The CSSES questionnaire consisted of 32 items that measured different dimensions of self-efficacy among college students. Principle axis factoring was performed utilizing the oblique rotation method to uncover the underlying structure of the CSSES in Jordan (an Arabic culture). The findings of the study found that four factors explained 34.9% of the common variance and produced a more meaningful structure. The four factors included: learning efficacy, planning efficacy, funding strategy, and organization efficacy. (Published abstract)