This study investigated the psychometric properties and measurement invariance of the self-efficacy subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) in a Chinese undergraduate context. The sample comprised 589 undergraduate students (69.4% female; Mage = 19.21 years, SD = 1.06) from Chinese universities. Psychometric analyses revealed robust properties of the self-efficacy subscale. Multi-group confirmatory factor analysis demonstrated strong evidence supporting configural, metric, scalar, and strict measurement invariance across gender groups, validating the scale’s capability to assess academic self-efficacy constructs equivalently among female and male Chinese undergraduate students. Analysis of participants’ responses indicated moderate levels of academic self-efficacy. This validation study provides researchers and educational practitioners in China with a psychometrically sound instrument for assessing academic self-efficacy, thereby enabling more precise and culturally appropriate investigations in this domain. Implications for future research directions and practical applications are discussed.
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