ABSTRACT
La investigación tuvo como objetivo analizar la relación entre estrategias de aprendizaje y estudio, perspectiva temporal y rendimiento académico en estudiantes universitarios de Buenos Aires. Se trató de un estudio correlacional de diferencias entre grupos, con un diseño no experimental, de corte transversal. Participaron 334 sujetos (68.6% mujeres, 31.4% hombres; Medad=25.90, DEedad= 8.23). Los instrumentos de recolección de datos fueron: una encuesta sociodemográfica y de datos académicos, el Inventario de Perspectiva Temporal de Zimbardo, y el Inventario de Estrategias de Aprendizaje. En los análisis de diferencias de medias se hallaron diferencias según rendimiento académico. Se encontró que los alumnos con mejor rendimiento académico presentaron mayores puntajes en Motivación, Competencias para el Manejo de la Información, Futuro Neutro y menores en Pasado Negativo, Presente Fatalista AU
The aim of the research was to analyze the relationship between learning and study strategies, time perspective and academic performance in university students from Buenos Aires. A correlational study of differences between groups, with a non-experimental, cross-sectional design was conducted. Participants were 334 subjects (68.6% women, 31.4% men; Mage=25.90, SDage= 8.23). The data collection instruments were: a sociodemographic and academic data survey, the Zimbardo Time Perspective Inventory, and the Learning Strategies Inventory. In the analysis of differences in means, differences were found according to academic performance. It was found that the students with the best academic performance presented higher scores in Motivation, Information ManagementCompetences, Neutral Future and lower scores in Negative Past, Fatalistic Present AU
Subject(s)
Humans , Male , Female , Adult , Students , Academic Performance/psychology , Life Course Perspective , Learning , Universities , Surveys and Questionnaires/statistics & numerical dataABSTRACT
Resumen La Teoría de la Autodeterminación (TAD) reconoce diferentes tipos de motivación, a lo largo de un continuo según el grado de autorregulación del comportamiento, que operan en tres niveles de generalidad: global, contextual y situacional. Este trabajo presenta el proceso de construcción y análisis psicométricos de la Escala de Motivación Situacional Académica desarrollada a partir de las hipótesis de la TAD y del Modelo Jerárquico de la Motivación Intrínseca y Extrínseca (MJMIE). Participaron del estudio 364 estudiantes (62.6 % mujeres, 37.4 % varones) de 18 a 35 años de edad (. = 22.97, DE = 3.00) de diversas carreras de la Universidad de Buenos Aires (Argentina). Cinco jueces expertos analizaron evidencias de validez de contenido para los ítems y un grupo de alumnos aportó elementos para mejorar la validez aparente y la adecuación lingüística. Un análisis factorial exploratorio, a partir del método de Análisis Factorial de Rango Mínimo con rotación Oblimin directo, aisló una estructura trifactorial. La consistencia interna de las escalas se estimó mediante alfas ordinales, cuyos valores fueron en su totalidad adecuados. Las asociaciones significativas entre las escalas apoyaron la hipótesis teórica sobre el continuo propuesto en el modelo. Las correlaciones entre las escalas del instrumento con las de la Escala de Motivación Académica (Stover, de la Iglesia, Rial Boubeta y Fernández Liporace, 2012; Vallerand, Blais, Brierey Pelletier, 1989) fueron significativas al comparar dimensiones equivalentes y disímiles de ambas técnicas. Finalmente, se confeccionaron baremos para estudiantes universitarios locales. Los resultados, limitaciones, implicancias y líneas futuras de investigación se discuten a la luz del modelo de partida.
Abstract Self Determination Theory (Deci & Ryan, 1985a) describes diverse types of motivation, situated throughout a theoretical continuum which comprises a decrease in the regulation of behaviors, from highest to lowest. These are intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. These types, their influential factors, mediators and outcomes, integrate a hierarchic model which entails three levels: global, contextual, and situational (Vallerand, 1997). This paper presents the design and analysis of psychometric features of the Academic Motivation Scale-Situational (AMS-S) aimed at the assessment of motivation towards specific academic activities under specific circumstances. It was developed on the grounds of the Self Determination Theory´s hypotheses as well as the Hierarchic Model of Intrinsic and Extrinsic Motivation (HMIEM) posed by Vallerand (1997). The sample was composed of 364 colleges students (62.6 % females, 37.4 % males) between 18 and 35 years old (. = 22.97, SD = 3.00) with different majors at the University of Buenos Aires (Argentine). Items were written up to represent each type of motivation formulated in the model, according to the question which must be borne in mind while responding to the scale: "Why are you at the faculty right now?" The original pool of items was evaluated by five experts in order to analyze content validity evidences. A further pilot study was performed with a small group of students, aiming at the exam of face validity evidences. The preliminary version of 44 items obtained up to then was analyzed on a standardization sample. Polychoric covariance matrices were employed once the univariate normality hypothesis was not verified for the items. The ordinal nature of data demanded such a treatment as well. The statistical package FACTOR (Lorenzo-Siva & Ferrando, 2013) was used to develop an exploratory factor analysis with minimum rank factor analysis (MRFA) extraction method followed by direct Oblimin rotation (KMO = .887; Bartlett's Sphericity Test: χ² = 4525.6 (df = 351; . < .01). A 3-factor model which explained 68.01 % of the common variance was isolated retaining 27 items (F1 explained 18.1 %, F2, 23.2 %, and F3, 26.8 %). Regarding the items content, the extracted factors were labeled as extrinsic motivation (F1), amotivation (F2), and intrinsic motivation (F3). Additionally, internal consistency of the scales was estimated by means of ordinal alphas, with adequate coefficients in all cases (F1 = .84, F2 = .95, and F3 = .94). In order to test the self-determination continuum hypothesis entailed in the model, each dimension of the scale was correlated with the rest of them. Significant and positive associations (. < .05) were found between the adjacent scales, and negative between the non-adjacent ones, thus endorsing theoretical statements. Correlations between the scales' scores and the similar ones of Academic Motivation Scale (Academic Motivation Scale-EMA in Spanish-Stover et al., 2012; Vallerand et al., 1989) were calculated to analyze convergent validity evidences. Significant though weak statistical associations (. < .05) were found when comparing equivalent and opposite motivational types in both tests. Finally, statistical norms to be employed with local college population were calculated. Summarizing, up to the moment the scale has achieved adequate results in terms of preliminary validity evidences and reliability, supporting its appropriate psychometric quality to be used with local college students. The main weaknesses of the study rely in the sample size, which restricts wider generalizations, as well as the lack of semi-confirmatory factor analyses and psychometric studies on stability of measures, which must be developed in further steps. The analysis of the link between situational, contextual and global measures of motivation is also strongly suggested, taking into account the reciprocal effects among them.
ABSTRACT
Se examinan la perspectiva temporal futura y las estrategias de afrontamiento en estudiantes de nivel medio próximos a egresar. Se trabajó con 260 alumnos de escuelas secundarias de la Prov. de Buenos Aires (M = 17.09; DE= 1.04). Los instrumentos de recolección de datos fueron una encuesta de datos sociodemográficos y académicos, y las adaptaciones locales del Inventario de Perspectiva Temporal de Zimbardo y el Inventario de Estrategias de Afrontamiento. Analizando diferencias según género, se hallaron diferencias en las estrategias de afrontamiento a favor de las mujeres en aproximación cognitiva, aproximación conductual y evitación cognitiva. Examinando diferencias según curso se encontró que los alumnos de 4to y 5to año presentaron medias mayores que los de 6to y 7mo en presente fatalista.Evaluando la relación entre la perspectiva temporal y las estrategias, se detectaron asociaciones débiles y moderadas entre diversas escalas.
Future temporal perspective and coping strategies are examined in middle school students who are about to graduate. It was worked with 260 students from high schools in the Province of Buenos Aires (M = 17.09, SD = 1.04). Data collection instruments were a survey of sociodemographic and academic data, and the local adaptations of the Zimbardo Temporary Perspective Inventory and the Coping Strategies Inventory. Analyzing differences according to gender, differences in coping strategies -in favor of women in cognitive and behavioral approximation, approach and cognitive avoidance- were found. Examining differences according to course, it was found that students of 4th and 5th year presented averages greater than those of 6th and 7th in present fatalistic. Evaluating the relationship between temporal perspective and strategies, weakand moderates associations between different scales were detected.
Subject(s)
Humans , Students , Education, Primary and Secondary , Adaptation, PsychologicalABSTRACT
El presente trabajo se propone verificar si los Indicadores Emocionales (IEs) que propone Koppitz (1984) funcionan como signos diferenciales de problemática emocional en nuestro medio, examinando los resultados arrojados por dos muestras del área metropolitana argentina (Ciudad Autónoma de Buenos Aires y Conurbano Bonaerense). La muestra clínica se compone de niños y niñas escolarizados, entre 6 y 12 años que se encuentran, al momento de la evaluación, realizando una consulta psicológica ambulatoria por alguna problemática emocional. La muestra de población general se conforma de niños y niñas de similar condición sociodemográfica. Del análisis de datos se desprende, que algunos IEs presentes permiten diferenciar producciones de niños que padecen problemática emocional, mientras que en otros no se verifica dicha característica.
Subject(s)
Humans , Child , Education, Primary and Secondary , Indicators and Reagents , Psychological Tests , Affective Symptoms/psychologyABSTRACT
Se presenta la adaptación lingüística y psicométrica del Inventario de Respuestas de Afrontamiento para Jóvenes (Moos, 1993, 1995), realizada sobre una muestra de estudiantes de nivel medio y universitario, residentes en dos regiones de la Argentina: las ciudades de Buenos Aires y de San Miguel de Tucumán. El instrumento original, en inglés, fue traducido al español y adaptado a modismos locales, siendo luego evaluado por jueces expertos. Se efectuó, también, una administración piloto que permitió refinar la depuración preliminar. A continuación se calcularon diversos análisis psicométricos, evaluándose la homogeneidad de los elementos, examinándose evidencias de validez de constructo mediante la consecución de un estudio factorial exploratorio, y estudiándose, finalmente, su consistencia interna. Se obtuvo así, un instrumento abreviado constituido por 22 reactivos agrupados en cuatro dimensiones que evalúan el uso de estrategias de afrontamiento por aproximación y por evitación del problema, de un modo cognitivo y conductual.
The paper describes the psychometric adaptation of the Coping Responses Inventory - Youth Form - (Moos, 1993, 1995) made from a sample of high school and college students from two regions of Argentina: Buenos Aires City and San Miguel de Tucumán City. The original version was translated from English to Spanish, and then adapted to the local speaking. Afterwards, it was evaluated by expert judges. A pilot administration was conducted, ending the preliminary item depuration. Finally, a psychometric analysis was performed, studying test homogeneity, examining construct validity evidences from an exploratory factor study, and calculating internal consistency. These procedures resulted in a shorter 22-item-instrument, composed of four dimensions to measure coping strategies by approximation and by avoidance of the problem, each one in a cognitive and behavioral way.