Assessment of dispositional and contextual variables in educational settingsIEPA and AYES scales

  1. Cecchini Estrada, José Antonio 1
  2. González-Pienda García, Julio Antonio 1
  3. Méndez Giménez, Antonio 1
  4. Fernández Río, Javier 1
  5. Fernández Losa, Jorge Luis 1
  6. González González de Mesa, Carmen 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2014

Volume: 26

Issue: 1

Pages: 76-83

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Abstract

Antecedentes: si bien existen en la literatura instrumentos diseñados para evaluar variables disposicionales y contextuales en ámbitos educativos, la finalidad de este estudio es elaborar y validar dos cuestionarios que permitan medir el interés, el esfuerzo y la progresión en el aprendizaje en el alumnado de Educación Secundaria como variables disposicionales (IEPA) y contextuales (AYES). Método: tras elaborar una primera versión, que fue sometida sucesivamente a un juicio de expertos y a dos estudios piloto previos, se comprobaron las medidas psicométricas de la versión definitiva. Se realizaron análisis factoriales (exploratorios y confirmatorios) en tres conjuntos de datos: Matemáticas (n = 290), Lengua Castellana y Literatura (n = 283) y Educación Física (n = 289). Resultados: las escalas definitivas están compuestas por tres dimensiones de cuatro ítems cada una. Todas las cargas estandarizadas y los valores críticos de t superaron ampliamente los niveles mínimos recomendados, el coeficiente alfa osciló entre ,85 y ,91. Ambos cuestionarios mostraron una adecuada validez de constructo, validez convergente, validez discriminante y validez concurrente. Conclusiones: estos resultados indican que las nuevas escalas poseen adecuadas propiedades psicométricas, lo que permite una evaluación válida y fiable.

Bibliographic References

  • Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18, 267-286.
  • Alonso-Tapia, J. (2005). Motivaciones, expectativas y valores-intereses relacionados con el aprendizaje: el cuestionario MEVA [Motives, expectancies and value-interests related to learning: The MEVA questionnaire]. Psicothema, 17(3), 404-411.
  • Alonso-Tapia, J., & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 1-15.
  • Bartlett, M.S. (1950). Tests of significance in factor analysis. British Journal of Psychology, 3, 77-85.
  • Brown, A.L., Campione, J.C., Webber, L.S., & McGilly, K. (1992). Interactive learning environments. A new look at assessment and instruction. In B.R. Guilford & M.C. O'Cooner (Eds.), Changing assessment. Alternative views of aptitude, achievement and instruction (pp. 121-212). Boston, MA: Kluwer A.P.
  • Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic applications and programs. Mahwah, NJ: Erlbaum.
  • Byrne, B.M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20(4), 872-882.
  • Castillo, I., Balaguer, I., & Duda, J.L. (2001). Perspectivas de meta de los adolescentes en el contexto académico [Adolescents' goal perspectives in academic contexts]. Psicothema, 13(1), 79-86.
  • Cecchini, J.A., Fernández-Losa, J.L., & Cecchini, C. (in press). La cultura del esfuerzo en las clases de Educación Física [Effort ethics in Physical Education class]. Cultura y Educación.
  • Cecchini, J.A., González, C., López-Prado, J., & Brustad, R.J. (2005). Relación del clima motivacional percibido con la orientación de meta, la motivación intrínseca y las opiniones y conductas de fair play [The relationship between perceived motivational climate and goal orientation, intrinsic motivation and fair-play behaviors and viewpoints]. Revista Mexicana de Psicología, 22, 469-479.
  • Cecchini, J.A., González, C., Méndez-Giménez, A., & Fernández-Río, J. (2011). Achievement goals, social goals, and motivational regulations in physical education settings. Psicothema, 23(1), 51-57.
  • Cheung, G.W., & Rensvold, R.B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
  • De la Fuente, J., Pichardo, M.C., Justicia, F., & Berbén, A. (2008). Enfoques de aprendizaje, autorregulación y rendimiento en tres universidades europeas [Learning approaches, self-regulation and achievement in three European universities]. Psicothema, 20(4), 705-711.
  • De la Fuente, J., & Justicia, F. (2007). The DEDEPRO model of regulated teaching and learning: Recent advances [El modelo DEDEPRO de enseñanza y aprendizaje regulados. Avances recientes]. Electronical Journal of Research in Educational Psychology, 13, 5(3), 535-564.
  • Duda, J.L., & Nicholls, J.G. (1992). Dimensions of achievement motivation in school work and sport. Journal of Educational Psychology, 84, 290-299.
  • Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
  • Fornell, C., & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
  • Frenzel, A.C., Dicke, A.L., Pekrun, R., & Goetz, T. (2009). Development of mathematics interest in adolescence: Quantitative and qualitative insights. Congress of European Association on Learning and Instruction, Amsterdam, The Netherlands.
  • Frenzel, A., Goetz, T., Pekrun, R, & Watt, H.M.G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537.
  • Guan, J., Xiang, P., Mcbride, R., & Bruene, A. (2006). Achievement goals, social goals and students' reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58-74.
  • Hair, J., Black, B., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis. Upper Saddle River, NJ: Prentice-Hall.
  • Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127.
  • Hofer, M. (2010). Adolescents' development of individual interests: A product of multiple goal regulation? Educational Psychologist, 45, 149-166.
  • Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Krapp, A., Hidi, S., & Renninger, K.A. (1992). Interest, learning, and development. In K.A. Renninger, S. Hidi & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Erlbaum.
  • Kuo-Hsun, M., & Chin-Chun, Y. (2010). Student effort as a noncognitive trait: The impact of teacher judgment on test performance and school decision. Annual Meeting of the Population Association of America, Princeton, NJ.
  • Linnenbrink-García, L., Durik, A.M., Conley, A.M., Barron, K.E., Tauer, J.M., Karabenick, S.A., & Harackiewicz, J.M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, 647-671.
  • Mardia, K.V. (1974). Applications of some measures of multivariate skewness and kurtosis in testing normality and robustness studies. Sankhya, 36, 115-128.
  • McHale, S.M., Kim, J.Y., Dotterer, A., Crouter, A.C., & Booth, A. (2009). The development of gendered interests and personality qualities from middle childhood through adolescence: A bio-social analysis. Child Development, 80, 482-495.
  • Morales, P., Urosa B., & Blanco, A. (2003). Construcción de escalas de actitudes tipo Likert [Construction of Likert-type attitude scales]. Madrid: La Muralla.
  • Moreno, R., Martínez, R.J., & Muñiz, J. (2004). Directrices para la construcción de ítems de elección múltiple [Guidelines for the construction of multiple choice test ítems]. Psicothema, 16(3), 490-497.
  • Moreno, R., Martínez, R., & Muñiz, J. (2006). New guidelines for developing multiple-choice items. Methodology, 2, 65-72.
  • Muñiz, J. (2005). Utilización de los tests [Tests usage]. In J. Muñiz, A.M. Fidalgo, E. García-Cueto, R. Martínez & R. Moreno (Eds.), Análisis de los ítems, [Item analysis] (pp. 133-172). Madrid: La Muralla.
  • Muñiz, J., & Fonseca-Pedrero, E. (2008). Construcción de instrumentos de medida para la evaluación universitaria [Construction of assessment instruments for higher education]. Revista de Investigación en Educación, 5, 13-25.
  • Muñiz, J., García-Cueto, E., & Lozano, L.M. (2005). Item format and the psychometric properties of the Eysenck Personality Questionnaire. Personality and Individual Differences, 38, 61-69.
  • Nunnally, J.C. (1978). Psychometric theory. New York: McGraw-Hill.
  • Osterlind, S.J. (1989). Constructing test items. London: Kluwer.
  • Paas, F., Tuovinen, J.E., Tabbers, H., & Van Gerven, P.W.M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71.
  • Renninger, K.A. (2003). Effort and interest. In J. Gutherie (Ed.), The encyclopedia of education (2a ed., pp. 704-707). New York: Macmillan.
  • Renninger, K.A., Bachrach, J.E., & Posey, S.K.E. (2008). Learner interest and achievement motivation. In M.L. Maehr, S. Karabenick, & T. Urdan (Eds.), Social psychological perspectives Volume 15: Advances in motivation and achievement. (pp. 461-491). Bingley, UK: Emerald.
  • Renninger, K.A., Ewen, E., & Lasher, A.K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467-491.
  • Renninger, K.A. & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184.
  • Renninger, K.A., & Su, S. (2012). Interest and its development. In R. Ryan (Ed.), Oxford handbook of motivation (pp. 167-187). New York: Oxford University Press.
  • Rosário, P., Lourenço, A., Paiva, O., Rodrigues, A., Valle, A., & Tuero-Herrero, E. (2012). Predicción del rendimiento en matemáticas: efecto de variables personales, socioeducativas y del contexto escolar [Prediction of Mathematics achievement: Effect of personal, socioeducational and contextual variables]. Psicothema, 24(2), 289-295.
  • Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
  • Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement-still much of a mystery. Educational Psychology Review, 15, 115-145.
  • Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16-26.
  • Van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favour of repeated measures. Applied Cognitive Psychology, 26(6), 833-839.
  • Wentzel, K.R. (1996). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. Journal of Early Adolescence, 16, 390-406.
  • Xiang, P., & Lee, A. (2002). Achievement goals, perceived motivational climate and students' self-reported mastery behaviours. Research Quarterly for Exercise and Sport, 73, 58-65.
  • Yeo, G., & Neal, A. (2008). Subjective cognitive effort: A model of states, traits, and time. Journal of Applied Psychology, 93, 617-631.
Data source: Dialnet