11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 DEVELOPMENT AND VALIDATION OF SELFEFFICACY SCALE IN ADVENTIST EDUCATION Sugar Jan D. Mamac South Philippine Adventist College sugarmamac576@gmail. ABSTRACT This study aimed to develop and validate a self-efficacy scale specific to Adventist education, a faith-based setting that emphasizes spirituality and values. The research sought to create a reliable and valid instrument to measure self-efficacy among Adventist students. total of 239 students participated in the study, which involved the development of an 80-item questionnaire, guided by a comprehensive literature review and theoretical understanding of self-efficacy. Careful analysis using credible software. SPSS and SmartPLS, reduced the scale to 15 items across three dimensions: Motivation . Growth . , and Faith . Reliability and validity tests, including convergent and discriminant analyses, confirmed the scaleAos suitability for assessing self-efficacy within this context. Cronbach's alpha values ranged from 0. 712 to 0. 854, with model fit indices meeting acceptable standards. The findings support the scale's effectiveness in measuring self-efficacy in Adventist education, with potential implications for student and teacher development. The study recommends further data collection to enhance the scaleAos robustness and generalizability. This instrument is expected to contribute significantly to Adventist schools by promoting both academic and spiritual growth. Keywords: Self-efficacy Scale. Adventist education. EFA. CFA INTRODUCTION Self-efficacy, a core concept within social learning theory, significantly impacts individual behavior and academic performance. Bandura . describes self-efficacy as the belief in one's capabilities to achieve specific tasks. This belief, influenced by various factors such as personal experiences, vicarious experiences, and social persuasion, plays a crucial role in determining a student's academic success (Meza et al. , 2020. Van Zyl et al. , 2. Research confirms that high academic self-efficacy is linked to better academic performance and wellbeing (Gale et al. , 2. In the context of Adventist education, understanding and measuring self-efficacy is particularly important. Despite the general recognition of its impact 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 on academic achievement (Klomegah, 2007. Domynech-Betoret et al. , 2. , there is a notable absence of a validated self-efficacy scale tailored for Adventist educational settings. Existing scales, developed for various domains . , healthcare, academic performanc. , do not address the unique context of Adventist education (Colditz, 2. This study aims to address this gap by developing and validating a self-efficacy scale specifically for Adventist education By creating a tool that accurately measures self-efficacy beliefs within this context, the research seeks to enhance understanding of factors influencing academic success and personal growth among Adventist students (Bryant, 2. The study will use quantitative methods to assess the reliability and validity of the proposed scale and explore its applicability in improving educational outcomes. In summary, this research will provide a valuable tool for educators and researchers, offering insights into student self-efficacy within Adventist schools and contributing to better support strategies for enhancing academic performance. LITERATURE REVIEW Self-Efficacy in Educational Context Self-efficacy, defined by Bandura . as an individual's belief in their capability to execute behaviors necessary to achieve specific performance goals, plays a crucial role in It influences students' motivation, learning, and academic success. Klassen and Usher . demonstrated that self-efficacy is a predictor of academic success, mediating the effects of prior achievements and intelligence. Schunk and DiBenedetto . further noted that self-efficacy affects student engagement and persistence, with interventions to boost selfefficacy leading to improved academic outcomes. Usher et al. highlighted that students with high self-efficacy are more likely to set challenging goals and utilize effective learning Instruments like the Self-Efficacy for Self-Regulated Learning (SESRL) scale assess students' beliefs in their ability to manage learning (Zimmerman, 2. , while Huang . validated the Academic Self-Efficacy Scale (ASES) for diverse populations. Self-Efficacy Bandura . identified four key sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological arousal. These sources significantly impact educational settings, including Adventist education, which emphasizes holistic development. Mastery Experiences The most potent source of self-efficacy, mastery experiences are fostered through academic, extracurricular, and community activities in Adventist education. Successful 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 participation enhances self-efficacy, while early failure can be detrimental (Bandura, 1. The holistic approach in Adventist education integrates faith and practice, reinforcing selfefficacy through reflection and achievement (Smith, 2002. Kwarteng, 2. Vicarious Experiences Observing the success of peers and mentors influences self-efficacy. Adventist schools promote a supportive environment where students learn from each other through cooperative learning and mentorship (Zhou et al. , 2017. Ogle et al. , 2. Witnessing peers succeed in similar contexts enhances motivation and self-efficacy (Herawati & Purwanti, 2018. Pajares & Urdan, 2. Verbal Persuasion Encouragement and positive reinforcement from teachers and mentors are crucial for building self-efficacy. Adventist education emphasizes character development, with teachers providing affirmations and feedback (Zetou et al. , 2012. Wang et al. , 2. The credibility of the encourager enhances the effectiveness of verbal persuasion (Bang & Reio, 2. Physiological Arousal Emotional states impact performance. Adventist education promotes well-being through physical education and spiritual practices, helping students manage stress and maintain positive emotions, which support self-efficacy (Jones et al. , 2002. Blascovich, 1992. Craig, 2014. Damasio, 1999. Golland et al. , 2. Student Self-Efficacy Self-efficacy is vital for student motivation and academic performance. Cebu . found high levels of self-efficacy among college students, significantly associated with academic year level but not age or gender. Educators are encouraged to implement programs to enhance self-efficacy. Honicke et al. explored the reciprocal relationship between academic success and self-efficacy, noting that while achievement can improve self-efficacy, initial task performance and difficulty also play roles. Musa . identified a significant association between academic performance and self-efficacy, suggesting that universities should adopt strategies to enhance self-efficacy. Instrument Development and Validation Many self-efficacy scales are integrated into larger measurement tools, such as the Patterns of Adaptive Learning Scale (Midgley et al. , 2. Existing scales often focus on a single source of self-efficacy (Harter, 1985. Pintrich & De Groot, 1990. Jinks & Morgan, 1999. 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 Midgley et al. , 2000. Anderman et al. , 2. Studies by Do-Hong et al. and Huang . developed and validated academic self-efficacy scales for Asian cultures, primarily focusing on mastery experiences. Validation is critical for ensuring measurement accuracy and reliability (Zaki, 2. Reliable scales must use appropriate methods, such as structural equation modeling, and consider cultural relevance (Abad et al. , 2011. Crawford et al. , 2. A comprehensive self-efficacy instrument helps identify students needing support and tailor interventions (Cooper, 2. DeVellis . provides guidance on scale development, emphasizing rigorous psychometric evaluation. Recent studies, including Worthington and Whittaker . and Klassen and Usher . , stress the need for context-specific instruments in faith-based education settings, reflecting academic and spiritual components. Adventist Education Adventist education integrates faith with learning, aiming to connect students with Jesus Christ (Appiah & Wa-Mbaleka, 2. The Adventist Education Network, established over a century ago, has expanded significantly, especially in Brazil, contributing to church growth and discipleship (Ferreira & Souza, 2018. Riapolov, 2021. Florez, 2. The philosophy emphasizes holistic development, preparing students for academic, moral, and spiritual growth (Knight, 2. Research supports the positive impact of Adventist education on academic success, faith engagement, and overall well-being (Thompson et al. , 2021. White & Brown. Teachers in Adventist schools, who are expected to be experienced Christians, play a crucial role in nurturing students' faith and character (Rao, 2008. Rao, 2009. White, 1. Developing a self-efficacy scale tailored to Adventist education is essential for measuring students' confidence in applying biblical principles and making ethical decisions. Such a scale would aid in assessing students' internalization of Adventist values and support their holistic development (Espinoza, 2. Developing and validating a self-efficacy scale specific to Adventist education is crucial for supporting students' holistic development. This tool would enhance educational outcomes by fostering confidence and resilience, aligning with Adventist education's core principles and mission. Theoretical Framework The development of a self-efficacy instrument for Adventist education is based on BanduraAos Self-Efficacy Theory, which asserts that self-efficacy affects motivation, behavior, and performance (Bandura, 1. The framework integrates Bandura's componentsAimastery experiences, vicarious experiences, verbal persuasion, and physiological statesAiwith the unique aspects of Adventist education, including faith integration and holistic development. The study aims to reflect how self-efficacy is experienced by Adventist students. Bandura . identifies four sources of self-efficacy beliefs: 1. Mastery Experiences: Successes and failures that inform individuals about their capabilities. Vicarious Experiences: Observations 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 of others' achievements that influence self-efficacy through modeling and social comparison. Verbal Persuasion: Encouragement from credible sources that can boost self-efficacy. Physiological and Affective States: Physical and emotional responses during performance that can either enhance or diminish self-efficacy beliefs, especially under stress. The study aims to create an instrument that captures these dimensions within the context of Adventist education. METHODS The methodology includes sampling, data collection, variable measurement, target population, and data analysis. The study aimed to validate the Sources of Self-Efficacy Scale in Adventist Education. The sample population consisted of students from South Philippine Adventist College. Matutum View Academy, and Adventist College of Technology. The target population included 239 students from Grades 7, 11, and first-year college in Adventist The individual students were the units of analysis. Convenience sampling was used to ensure that the researchers could efficiently gather respondents and conduct the survey, aligning with the studyAos practical needs and constraints. Respondent profile: Grade 7 from SPAC: 38 students Grade 7 from MVA: 34 students Grade 11 from SPAC: 56 students Grade 11 from MVA: 64 students First-year college from SPAC: 37 students First-year college from ACT: 10 students Total: 239 respondents Data collection was conducted through a structured questionnaire following Creswell . Most of the measures operate in a 0. 00 to 1. 00 range with larger values ideal for the CFI. IFI. TLI. NFI, and MCI. Values closer to 0. The questionnaire, specifically designed for this study, was validated by a panel of experts to ensure its alignment with the research goals and its ability to measure self-efficacy. The researcher-made questionnaire focused on students' perceptions of self-efficacy and used a four-point Likert scale, ranging from "Not Much" to "A Lot. " After obtaining permission from school officials and ethical clearance, the questionnaire was distributed to the selected Informed consent was secured, ensuring voluntary participation, confidentiality, and adherence to ethical standards. The consent process involved providing each respondent with a consent form outlining the purpose of the study, ensuring their anonymity, and confirming voluntary participation. Variable measurement: The dependent variable was the students' self-efficacy, while the independent variables were the sources of self-efficacy assessed through various questionnaire items. Reliability testing was conducted using CronbachAos alpha to ensure internal consistency, providing a quantitative measure of the instrument's reliability (Frost, 2. Validity testing was done using factor analysis, including both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), to verify that the instrument accurately measured the intended dimensions of self-efficacy. The Likert scale used for responses: 1. 00Ae1. 50: Not Much 51Ae2. 50: A Little 2. 51Ae3. 50: Some 3. 51Ae4. 00: A Lot Data analysis involved various statistical techniques: - Exploratory Factor Analysis (EFA) was used to identify latent variables and ensure the dimensionality of the scale. - Confirmatory Factor Analysis (CFA) was 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 employed to confirm the factor structure derived from the EFA. - CronbachAos alpha was used to assess the internal consistency of the questionnaire items, ensuring the instrument's reliability in measuring the sources of self-efficacy. The Structural Equation Modeling (SEM) was employed to test the hypothesized model of self-efficacy within the context of Adventist education (Kline, 2. This approach provided a comprehensive framework for understanding how self-efficacy develops and influences student outcomes in this educational As explained by Krebsbach . , the structural equation modeling (SEM) is used in social science research, but not much is known about how it works with small samples. Usually, a sample size of 200 or more is recommended, but the researcher explored how SEM works with smaller samples . ike 50, 100, and . He used two studies to look at different ways to check if the model fits and how confidence intervals (CI. can be used to improve the results when the sample size is small. RESULTS AND DISCUSSION Reliability ensures the consistency and stability of measurement results. It includes methods such as internal consistency, test-retest reliability, and inter-rater reliability. CronbachAos alpha is a commonly used statistic for assessing internal consistency, with values 70 considered acceptable, and 0. 80 or higher preferred (Cortina, 1. Validity measures how accurately a tool assesses what it intends to. Key types include: Face Validity whether the tool seems to measure the intended construct. Content Validity Whether the tool covers all relevant aspects. Construct Validity whether the tool measures the underlying Criterion Validity whether the tool correlates with external criteria. Reliability is evaluated using CronbachAos alpha, with higher values indicating better It's crucial for ensuring the consistency of the measurement tool. Validity involves expert reviews and analyses, such as factor analysis, to confirm that the tool measures the intended constructs accurately. Face, content, construct, and criterion validity are assessed to ensure comprehensive measurement. Exploratory Factor Analysis (EFA) was used to refine the questionnaire from 80 items to 15, identifying relevant factors and discarding those with low loadings or cross-loadings. This process aimed to align the questionnaire with the theoretical dimensions of self-efficacy. Table 1. Factor Loadings from EFA (SPSS resul. Indicators Seeing how service projects affect people motivates me to Other classmates told me I could be successful. Seeing how role models balance life inspires me to do the same. Being trusted as a classroom leader empowers me to believe I 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 can lead next time. Impact of service projects motivates me to get involved. I learned how to be a good student form certain teachers. Witnessing the academic excellence of others encourages me to set higher goals. Encouragement inspires me to take on new challenges. My teacher advises me on how to improve in class Role models' academic excellence motivates me to strive for the Watching others apply spiritual principles motivates me to do the Managing stress improves my academic performance. Community connection boosts my self-esteem. Physical well-being boosts my confidence. Reduced stress improves my performance. My mistakes serve as lesson for me to grow Emotional management improves my focus on academics. Positive impacts of service activities encourage my participation. Giving feedback helps me improve and grow Supportive comments make me feel more confident Good grades are a result of Jesus' guidance. Trusting Jesus. I'm certain His plan surpasses immediate outcomes Jesus helps me be a good student in class and in life With Jesus' help. I excel in difficult assignments Successful moments in class are thanks to Jesus' guidance and Adventist principles. The study used Confirmatory Factor Analysis (CFA) to align items with three hypothesized factors: Motivation. Growth, and Faith. Items with cross-loadings above 0. 32 were removed to improve the distinctiveness of the factors. The resulting factor loadings were strong for Motivation . Growth . , and Faith . , showing clear associations with their respective constructs. Cronbach's alpha values exceeded 0. 70, indicating reliable internal consistency. The study's rigorous statistical testing confirmed the validity and reliability of the factor structure, providing a solid basis for future research. Table 2. SPSS Internal Consistency Components Motivation Growth Faith Cronbach Alpha The results in Table 2 show Cronbach's alpha values of 0. 874 for "Motivation," 0. 768 for "Growth," and 0. 738 for "Faith," indicating good internal consistency for all components. While the reliability is acceptable, a deeper analysis of construct validity was conducted using SmartPLS to assess both convergent and discriminant validity. Convergent validity ensures the same trait is measured across methods, while discriminant validity ensures traits are distinct. 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 SmartPLS offered more detailed item elimination suggestions compared to SPSS, enhancing the model's validity. The findings emphasize the importance of CFA in verifying factor structures and ensuring reliable theoretical models. Table 3. Motivation Latent Construct Items Factor Loadings Number of items Cronbach Alpha Composite Reliability Rho Motivation AVE The latent construct "Motivation" was evaluated using Confirmatory Factor Analysis (CFA), revealing strong factor loadings for its seven items . 1, m2, m3, m4, m5, m7, m. , ranging from 0. 687 to 0. These items showed high internal consistency, with a Cronbach's alpha of 0. 854, well above the accepted 0. 70 threshold. Items rm6, m9, and m11 were identified for potential removal due to weaker associations. The composite reliability was 0. 889, and the Rho coefficient was 0. 856, further confirming the scale's robustness. The Average Variance Extracted (AVE) was 0. 533, surpassing the 0. 50 threshold, affirming the convergent validity. These results indicate the "Motivation" construct is reliable and valid, providing a strong foundation for future research. Latent Construct Items Factor Loadings Growth Table 4 Growth Number Cronbach of items Alpha Composite Reliability Rho AVE The latent construct "Growth" was assessed using Confirmatory Factor Analysis (CFA), with four items . 21, g22, g23, g. showing strong factor loadings . 704 to 0. and good internal consistency (Cronbach's alpha of 0. Composite reliability was 0. 820, and Rho 721, both affirming the reliability of the construct. The Average Variance Extracted (AVE) was 0. 533, confirming convergent validity. Five items . 25, g26, g27, g28, g. were removed due to weak or cross-loadings, improving the construct's robustness. The results 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 demonstrate that the remaining items provide a valid and reliable measure of "Growth," ensuring a solid foundation for future research Table 5 Faith Latent Construct Items Factor Loadings Number of items Cronbach Alpha Composite Reliability Rho Faith AVE The latent construct "Faith" was evaluated using Confirmatory Factor Analysis (CFA), with four items . 31, f32, f33, f. showing strong factor loadings . 672 to 0. and good internal consistency (Cronbach's alpha of 0. The composite reliability was 0. 823, and Rho was 737, both affirming the construct's reliability. The Average Variance Extracted (AVE) was 539, indicating strong convergent validity. One item . was removed due to weak factor loading, improving the model's fit and reliability. Overall, the results confirm that the remaining items provide a valid and reliable measure of "Faith. Growth Faith Motivation Table 6 Fornell-Larcker criterion Ae Inter-construct correlations and squared AVE AVE Growth Faith Motivation The Fornell-Larcker criterion was applied to assess discriminant validity, confirming that the constructs are distinct and not overly correlated. Table 6 shows that the squared AVE values for Role Model . Managing Stress and Building Resilience for Success . , and Faith in GodAos Guidance and Support . all exceed their inter-construct correlations, meeting the discriminant validity standard. This confirms that the constructs are distinct. The high factor loadings, internal consistency, and composite reliability, along with the confirmed discriminant validity, validate the robustness of the "Faith" construct, providing a strong foundation for future research. Criteria SRMR Table 7. Model Fit summary Achieved Values 11th ISC 2024 (Universitas Advent Indonesia. Indonesi. AuResearch and Education Sustainability: Unlocking Opportunities in Shaping Today's Generation Decision Making and Building ConnectionsAy October 22-23, 2024 NFI The model fit for the Self-Efficacy Scale indicates a satisfactory fit to the data. As stated by Hu & Bentler . Schermelleh-Engel et al. , . Karagoz . , the acceptable fit . 05