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<p>General self-efficacy (GSE) refers to an individual’s overall confidence in facing challenges across diverse contexts. While GSE plays a significant role in adolescent development, traditional approaches focusing on total scores or latent variable models may overlook how efficacy beliefs interact with one another. This study employed network analysis to examine the internal structure of GSE and its differences across school levels. A sample of 4,274 students from primary, junior high, and senior high schools in Zhejiang Province, China, completed the General Self-Efficacy Scale (GSES). Differential item functioning (DIF) analysis confirmed measurement equivalence across groups (all <i>ΔR²</i> &lt; 0.02). Network analysis revealed that GSES7, GSES9, and GSES10 consistently showed the highest strength centrality across all three school levels. Stable edges were observed between GSES6-GSES7, GSES8-GSES9, and GSES4-GSES5. Network comparisons indicated significant structural differences between primary and secondary school networks, but no differences between junior and senior high school networks. Specifically, connections involving GSES7, GSES8, and GSES10 were relatively loose in primary school networks but strengthened in secondary school networks. These findings identify both stable and stage-specific features of GSE organization among students in the Chinese educational context, offering insights for future research on efficacy beliefs across development.</p>

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Core characteristics of general self-efficacy: a cross-level comparison among primary school, junior high school, and senior high school

  • 期刊论文

  • 发表日期：

    2026年5月4日

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  • Binghai Sun,
  • Zhijie Xiang,
  • Peiyao Peng,
  • Changkang Sun,
  • Qinhan Zhang

摘要

General self-efficacy (GSE) refers to an individual’s overall confidence in facing challenges across diverse contexts. While GSE plays a significant role in adolescent development, traditional approaches focusing on total scores or latent variable models may overlook how efficacy beliefs interact with one another. This study employed network analysis to examine the internal structure of GSE and its differences across school levels. A sample of 4,274 students from primary, junior high, and senior high schools in Zhejiang Province, China, completed the General Self-Efficacy Scale (GSES). Differential item functioning (DIF) analysis confirmed measurement equivalence across groups (all ΔR² < 0.02). Network analysis revealed that GSES7, GSES9, and GSES10 consistently showed the highest strength centrality across all three school levels. Stable edges were observed between GSES6-GSES7, GSES8-GSES9, and GSES4-GSES5. Network comparisons indicated significant structural differences between primary and secondary school networks, but no differences between junior and senior high school networks. Specifically, connections involving GSES7, GSES8, and GSES10 were relatively loose in primary school networks but strengthened in secondary school networks. These findings identify both stable and stage-specific features of GSE organization among students in the Chinese educational context, offering insights for future research on efficacy beliefs across development.