Although applied self-efficacy research currently offers some promising avenues of study for Translatology (Jiménez Ivars and Pinazo Calatayud 2001; Atkinson 2012; Bolaños-Medina 2014), no specific translation self-efficacy scale (TSE) with adequate psychometric properties has been devised until now. The purpose of this study is, on the one hand, to develop a scale for assessing translators’ self-efficacy following the recommended standard guidelines (Bandura 2006) and a rigorous statistical testing process which will allow us to determine its factor structure and psychometric properties in undergraduate students (n = 74). On the other hand, by doing so, we will also illustrate the process of developing psychometric instruments specifically designed for cognitive, empirical-experimental research in Translatology, in order to promote more efforts in this direction within our discipline. A conceptual analysis of the relevant domain of functioning was performed and a preliminary pool of 52 items was initially suggested, and later refined into 20. After conducting exploratory and confirmatory factor analyses, descriptive statistics and distributions of the items were obtained. Next, the internal consistency and the concurrent validity of TSE’s five subscales were evaluated. The results indicate that TSE shows adequate levels of reliability and validity, and support its five-factor structure.
This study consists of a correlational and regression analysis of certain factors involved in the practice of translator training, as perceived by translator trainees. More precisely, our aim is to examine the relationships between translator trainees' strategic competence (as the dependent variable), and autonomy support, amotivation and critical thinking (as the independent variables) in the translation classroom. Building upon recent advances in educational and social psychology, we have relied on Self-determination theory (Deci & Ryan, 2011) as an interpretative frame of reference. After revising the concept of translators' strategic competence, the main contributions in the field of translators' motivation are also reviewed and the notions of autonomy support and critical thinking are approached from the perspective of both psychology and translatology. Our findings seem to point to the fact that autonomy support and critical thinking can play a facilitating role in the development of strategic competence in undergraduate translator students, who may also benefit from both when they encounter new challenges in real professional settings. Finally, the implications for translator training are discussed.