Author(s): Viseu, João ; Semedo, Carla ; Chaleta, Elisa ; Cruz, Roberto Moraes ; Diniz, António
Date: 2025
Persistent ID: http://hdl.handle.net/10174/39135
Origin: Repositório Científico da Universidade de Évora
Subject(s): freshmen students; agency; structural validity; gender differences
Agency refers to the ability to define objectives and make and implement decisions, i.e., it has a motivational nature (Cauce & Gordon, 2012; Gai et al., 2023). Entry into higher education involves a change process that impacts autonomy (Arnett, 2000) and is related to agency levels (Bauman, 2000). This study aimed to assess the psychometric properties of an agency measure in freshmen students from the area of studies of social sciences (n=187), science and technology (n=85), arts (n=19), health and human development (n=18), and nursing (n=22) of the University of Évora, and to test the gender (67.1% females; Mdnage=18 years) differences regarding agency. A self-report measure of agency with 28 items aggregated in five factors (self-efficacy, planning, decision-making, problem-solving, and internal locus of control) was already adapted for working samples, and a sociodemographic questionnaire was used for data collection. Through an exploratory factor analysis (EFA) with principal axis factoring under a polychoric correlation matrix and Promax rotation, 19 items were aggregated into four factors. Comparatively to the original version of the measure, the factor self-efficacy was removed. Five independent encoders performed a facial validity analysis to define the factors of interest. Using a mean difference test, gender differences were found between male and female students in three of the four factors. Specifically, male students presented higher means for the abovementioned factors. The assessment of agency is assumed to be a preponderant factor in entry to higher education, and it can be perceived as a critical success factor in a phase of greater autonomy and individuation.
