Background: Writing self-efficacy is a central construct in educational research, grounded in Bandura’s social cognitive theory. However, most available instruments have been developed in Western and urban contexts, which limits their applicability to indigenous bilingual populations, such as Quechua-speaking students in Peru. The absence of validated scales in these contexts hinders the accurate assessment of writing self-efficacy and the implementation of educational strategies tailored to their linguistic and cultural needs. Objective: This study aimed to adapt and validate the Writing Self-Efficacy Scale (QEWSE) for Quechua-speaking students in basic education in Peru, ensuring its structural validity and reliability. Methods: An instrumental study was conducted with a sample of 265 secondary school students (50.6% female, 49.4% male), using convenience sampling. Confirmatory factor analysis (CFA) was applied to evaluate the structure of the instrument. Reliability was assessed using Cronbach’s alpha and McDonald’s omega coefficients. Results: The four first-order factor model (Ideation, Skills, Usage, and Self-Regulation) showed adequate fit indices (CFI = 0.92; TLI = 0.91; RMSEA = 0.05 [90% CI: 0.05–0.06]; SRMR = 0.05). However, the high inter-factor correlations (≥0.85) suggest the relevance of a second-order model, which demonstrated a reasonable fit (CFI = 0.92; TLI = 0.91; RMSEA = 0.06; SRMR = 0.05), supporting the interpretation of writing self-efficacy as a global construct. The scale showed high reliability across all factors (α and ω ranged from 0.74 to 0.90). Conclusions: The QEWS-S demonstrates strong psychometric properties for assessing writing self-efficacy among Quechua-speaking students. The hierarchical second-order model offers a more accurate theoretical and empirical representation, allowing for the reporting of an overall self-efficacy score while also providing specific scores for each dimension. These results support its use in bilingual and culturally diverse contexts and lay the groundwork for future research aimed at further examining discriminant validity and developing pedagogical interventions focused on strengthening students’ confidence and writing skills.

El liderazgo servicial ha adquirido una relevancia creciente en el ámbito educativo debido a su énfasis en el desarrollo integral de las personas, la ética y el fortalecimiento de las comunidades académicas. Este estudio tuvo como objetivo analizar la medición cuantitativa del liderazgo servicial en el ámbito educativo mediante revisión sistemática. El diseño de revisión sistemática orientó la estrategia de búsqueda, teniendo como principales bases de datos consultadas Scopus y Web of Science. Tras aplicar los criterios de selección se incluyeron 24 estudios instrumentales. De estos estudios, el 83,33% realizó análisis factorial confirmatorio, el 45,83% incluyó análisis factorial exploratorio junto con análisis factorial confirmatorio, y el 16% llevó a cabo únicamente análisis factorial exploratorio. La fiabilidad se estimó principalmente mediante el alfa de Cronbach, aunque algunos estudios también emplearon el coeficiente Omega. La mitad de las investigaciones presentó evidencias de validez en relación con otras variables, tales como validez convergente, discriminante y de criterio. Esta revisión pone de relieve los principales hallazgos psicométricos y analiza sus implicaciones prácticas para el avance de estudios empíricos, evidenciando un creciente interés internacional por la medición del liderazgo servicial, lo cual se refleja en la diversidad geográfica, poblacional y metodológica de los estudios revisados.

Background: Adolescent insomnia is a public health concern associated with affective disturbances, poor academic performance, and cardiometabolic risk. In Peru, nighttime screen use, psychosocial stressors, and social inequalities intensify its impact; however, brief, validated screening instruments remain limited. Objective: To translate, culturally adapt, and evaluate the psychometric properties of the Youth Self-rated Insomnia Scale (YSIS) in Peruvian adolescents, examining its internal structure, reliability, and invariance across sex. Methods: An instrumental study was conducted with 300 students aged 13 to 17 years (M = 15.02; SD = 1.07). Descriptive statistics were calculated, and confirmatory factor analysis (CFA) was performed using a robust estimator. Reliability was assessed through Cronbach’s alpha (α), McDonald’s omega (ω), and average variance extracted (AVE). Factorial invariance by sex was examined at the configural, metric, scalar, and strict levels. Results: The unidimensional model demonstrated adequate fit (χ² = 44.55, df = 18, p < 0.001; CFI = 0.97; TLI = 0.95; RMSEA = 0.07; SRMR = 0.04), with factor loadings ranging from 0.47 to 0.76, high internal consistency (α = 0.86; ω = 0.81), and AVE = 0.51. Although the two-factor model showed acceptable global fit indices, it revealed insufficient AVE in one factor (AVE = 0.40) and a high inter-factor correlation (r = 0.93), suggesting a lack of discriminant validity. Factorial invariance across sex was supported at all evaluated levels. Conclusions: The Spanish version of the YSIS demonstrates a unidimensional structure, adequate internal consistency, and factorial invariance across sex, supporting its use as a brief screening tool in clinical and school settings, as well as in epidemiological studies among Peruvian and Latin American adolescents.