Argentine validation of the Consideration of Future Consequences Scale (CFC-14) / Validación argentina de la escala de Consideración de las Consecuencias Futuras (CFC-14)

Abstract Consideration of future consequences is the extent to which people anticipate and are influenced by the potential future consequences of their current behavior. A well-established tool to measure this behavior is the 14-item Consideration of Future Consequences Scale (CFC-14). The CFC-14 has shown appropriate psychometric properties in several languages. This scale comprises two factors: the CFC-Immediate (CFC-I, 7 items) and the CFC-Future (CFC-F, 7 items). The main goal of this study was to assess the psychometric properties and internal consistency of the CFC-14 Scale in Spanish, using an Argentine sample. A second goal was to determine its convergent validity with impulsivity, and determine differences and invariance across gender and age groups. Using a web-based survey, data were collected from 512 participants (75.2% women) aged 13-74 years (M = 30.8). CFA showed a two-factor model as the best solution for the 13-items version (CFI .961, TLI .952, RMSEA .064 90%IC .054/.074, WRMR 0.979). Standardized regression weights (p ≤ .05) ranged from .50 to .66 for CFC-F and between .43 and .83 for CFC-I. Composite reliability was also adequate: CFC-F achieved p = .80 and CFC-I p = .82. There were no differences across gender and age, but there was a progressive invariance between these groups. The CFC-F and UPPS-P subscales correlations were negative and significant, highlighting the negative and moderate correlation between CFC-F and the lack of premeditation (r=-.41). Thus, CFC-14 has adequate psychometric properties in an Argentine population, although more studies are necessary to determine the robustness of these findings.

Resumen La consideración de las consecuencias futuras se define como el grado en el cual las personas anticipan y son influenciadas por las potenciales consecuencias futuras de su comportamiento actual, y una herramienta muy utilizada para medirla es la Escala de Consideración de las Consecuencias Futuras (CFC-14). Esta escala ha exhibido propiedades psicométricas adecuadas en varios idiomas y se encuentra conformada por dos factores: CFC-Inmediato (CFC-I, 7 ítems) y CFC-Futuro (CFC-F, 7 ítems). El objetivo principal de este estudio fue evaluar las propiedades psicométricas y la consistencia interna de la versión en español de la CFC-14 en una muestra argentina, además de identificar las evidencias de validez convergente con la Escala de Impulsividad y la invarianza en función del género y la edad de los participantes. Para esto, se evaluó mediante una encuesta online a 512 participantes (75.2 % mujeres) de 13 a 74 años (M = 30.8) y se realizó un AFC en el que se encontró un modelo de dos factores como aquel con mejor ajuste para una versión de la escala de 13 ítems (CFI = .961; TLI = .952; RMSEA = .064; IC 90 % = .054-.074; WRMR = 0.979). Específicamente, los pesos de regresión estandarizados (p ≤ .05) fueron de .50 a .66 para CFC-F y de .43 a .83 para CFC-I; los valores de confiabilidad compuesta fueron adecuados, con un p = .80 para CFC-F y un p = .82 para CFC-I; no se observaron diferencias estadísticamente significativas en función del sexo y la edad de los participantes, no obstante, hubo una invarianza progresiva entre estos grupos; y las correlaciones entre las subescalas de la Escala de Impulsividad (UPPPS-P) y la CFC-F fueron negativas y significativas, siendo llamativa la correlación negativa y moderada entre la falta de premeditación y la CFC-F (r = -.41). De este modo, la CFC-14 mostró propiedades psicométricas adecuadas en una muestra argentina, aunque se necesita de más estudios para determinar la robustez de estos resultados.

Entrevistas cognitivas: revisión, directrices de uso y aplicación en investigaciones psicológicas / Entrevistas cognitivas: revisão, diretrizes de uso e aplicação em pesquisas psicológicas / Cognitive interviews: review, guidelines for use and application in psychological research

Las Entrevistas Cognitivas son método para identificar y corregir los problemas relacionados con las respuestas a un ítem de un cuestionario. La idea básica consiste en entender por qué una persona responde, de qué manera lo hace y determinar de qué modo se comportará. Es decir, proporcionan evidencias de validez basadas en el proceso de respuesta. Sin embargo, existen diferencias sobre cómo deben desarrollarse estas entrevistas. Por lo tanto, se presenta una guía para aclarar las etapas que componen ese proceso y de este modo facilitar la toma de decisiones en su desarrollo. Se espera que las futuras partes interesadas utilicen dicha guía, tanto en la creación o adaptación de instrumentos, como en instancias anteriores a la recolección de datos. (AU)

As entrevistas cognitivas são um método para identificar e corrigir problemas ao responder a um item em um questionário. A ideia básica é entender por que uma pessoa responde, como o faz e determinar de que modo se comportará. Ou seja, elas fornecem provas de validade com base no processo de resposta. No entanto, existem diferenças sobre como essas entrevistas devem ser desenvolvidas. Portanto, um guia é apresentado para esclarecer as etapas que compõem esse processo e facilitar a tomada de decisões em seu desenvolvimento. Espera-se que as futuras partes interessadas utilizem esse guia, seja na criação ou adaptação de instrumentos, bem como em instâncias anteriores à coleta de dados. (AU)

Cognitive interviews are a method of identifying and correcting problems when responding to an item in a questionnaire. The basic idea is to understand why and how a person responds to a question. That is, he provides validity evidence based on the response process. However, there are differences on how these interviews should be developed. Therefore, a guide is presented to clarify the steps that make up this process and facilitate decision-making in its development. It is expected that this guide will be useful to future researchers either in the creation or adaptation of instruments as well as in instances preceding data collection. (AU)

Adaptación de tres variables contextuales en estudiantes universitarios argentinos / Adaptação de três variáveis contextuais em estudantes universitários argentinos / Adaptation of three contextual variables in Argentine university students

Una de las dificultades que han presentado los estudios destinados a identificar las causas de deserción universitaria, es la falta de consideración de variables sociales/contextuales que, según se ha demostrado en la literatura, se relacionan con el proceso de progresión de la carrera. Para la evaluación de dichas variables, el primer paso consiste en la adaptación de pruebas que permitan su medición. Por lo cual, el objetivo del presente trabajo consistió en la adaptación de las escalas de Apertura a la Diversidad, Percepción de Prejuicios y Discriminación y Experiencias Académicas. En este estudio participaron 1295 estudiantes que se encontraban cursando diferentes carreras en la Universidad Nacional de Córdoba (Argentina). Los resultados indicaron valores satisfactorios de consistencia interna (ρ>.80) y se logró replicar la estructura interna de cada instrumento mediante análisis factorial confirmatorio. El estudio de validez indicó que las correlaciones observadas entre las diferentes escalas fueron las esperadas a nivel teórico. Se destacan limitaciones y se sugieren nuevas líneas de estudio. (AU)

Uma das dificuldades que têm apresentado os estudos destinados a identificar as causas de desistência universitária é a falta de consideração de variáveis sociais/contextuais que, segundo se demonstrou na literatura, relacionam-se com o processo de progressão da carreira. Para a avaliação dessas variáveis, o primeiro passo consiste na adaptação de provas que permitam sua medida. Pelo qual, o objetivo do presente trabalho consistiu na adaptação das escalas de Abertura à Diversidade, Percepção de Preconceitos e Discriminação e Experiências Acadêmicas. Neste estudo, participaram 1295 estudantes que se encontravam cursando diferentes carreiras na Universidade Nacional de Córdoba (Argentina). Os resultados indicaram valores satisfatórios de consistência interna (ρ>.80) e conseguiu-se replicar a estrutura interna da cada instrumento mediante análise fatorial confirmatório. O estudo de validade indicou que as correlações observadas entre as diferentes escalas foram as esperadas a nível teórico. Destacam-se, ainda, as limitações e sugerem-se novas linhas de estudo. (AU)

One of the difficulties presented by studies aimed at identifying the causes of university failure is the lack of consideration of social/contextual variables that, as literature has shown, are related to the process of career progression. To evaluate these variables, the first step is the adaptation of tests that allow their measurement. The purpose of this study was to adapt the Openness to Diversity, Perception of Prejudice and Discrimination, and Academic Experiences scales. This study involved 1,295 students attending different colleges at the National University of Cordoba (Argentina). The results indicated satisfactory values of internal consistency (ρ>.80) and it was possible to replicate the internal structure of each instrument through a confirmatory factor analysis. The validity study indicated that the correlations observed between the different scales were as expected at the theoretical level. The limitations are highlighted and new lines of study are suggested. (AU)

Escala de Apoyo Parental: Nuevos estudios de estructura interna y su relación con variables socioeconómicas / Parental Support Scale: New studies of internal structure and its relationship with socioeconomic variables

En la literatura se destacan numerosas variables que contribuyen a predecir el rendimiento académico. En tal sentido, el apoyo parentales considerado como una causa distal temprana del mismo. Sin embargo, existen resultados contradictorios en cuanto a su contribución, debido a los diferentes modos de operacionalizar dicho constructo. El objetivo del trabajo que se informa consistió en continuar los estudios de adaptación de la Escala de Apoyo Parental, iniciados por Aparicio y Cupani (2008). Específicamente se obtuvo evidencia de estructura interna y se exploró la contribución explicativa que realiza el apoyo parental en el rendimiento académico de los estudiantes, considerando el tipo de institución a la que asisten (pública o privada) y el nivel socioeconómico de sus padres. Los resultados indican que se logró replicar la estructura original de cuatro factores de la Escala de Apoyo Parental (Sehee & Hsiu-Zu, 2005). El estudio de consistencia interna indicó valores aceptables para tres de las cuatro escalas definidas teóricamente. Tanto en instituciones educativas públicas como privadas se observó que la percepción de apoyo parental se incrementa cuando el desempeño de los alumnos es bajo. Particularmente, la aspiración educacional de los padres y la supervisión que realizan sobre sus hijos contribuyeron a explicar el rendimiento académico de los estudiantes, en colegios públicos y privados, respectivamente. Con respecto al nivel socioeconómico, las familias de nivel medio-alto participan más activamente en la educación de sus hijos. Se discuten los resultados, se sugieren posibles estrategias de intervención y se destacan las limitaciones del estudio realizado.

One of the main purposes in literature related to the field of education has been to identify the variables that contribute to predict academic performance. Particularly, parental support is considered as a distal factor that operates early over time (Byrnes & Miller, 2007). Nevertheless, studies have not identified how parental support triggers the students' academic performance due to the different ways in which this construct has been operationalized. Since in our context it is available an adapted Scale of Parent Support (Aparicio & Cupani, 2008), the present work aims to continue the psychometric studies of the instrument. Specifically, a study of internal structure (confirmatory factor analysis) was developed and explanatory contributions to the academic performance of students were investigated, considering the socioeconomic status of parents and type of institution attended by the students. In this article, participants were 403 adolescents (male and female). They were attending to the third year of high school, in public and private schools of the city of Córdoba (Argentina), and they were between ages 13 to 17 (M = 14.27; SD = .93). The instruments were a questionnaire on socioeconomic status (Comisión de Enlace Institucional, 2006) and a Scale of Parental Support (Aparicio & Cupani, 2008). The students' academic performance was operationalized by the average achieved in the Mathematics during the two semesters of the school year. The results replicated the original four-factor structure of the Scale of Parental Support (Sehee & Hsiu-Zu, 2005). The analysis showed satisfactory internal consistency values for three of the four scales theoretically defined (Communication: .82; Supervision: .77; Parent Educational Aspiration: .77, and Involvement: .61). Both in public and in private schools, it was observed that the perception of parental support increases when student's performance is low. In particular, the educational aspirations of parents and the supervision of their children help to explain the academic performance of students in public and private schools, respectively. With regard to socioeconomic status, it was observed that the families of medium-high status participated more actively in the education of their children. Note that one of the limitations is the way in which the academic performance is measured in Argentina. Indeed, qualifications came from informal assessments designed by the teachers, so that they can be influenced by the particular guidelines of each institution and/or the educational framework of each teacher. Whereas the variables involved in student learning are numerous -among them, not only parental support perceived by students but other propensity factors (personality traits, skills, self-efficacy beliefs, for example) and even the characteristics of the institution-, the results of this study allow an approximation of how the support received by the parents, particularly the Monitoring and Aspiration, contribute to the academic performance of students. These observations have an impact on education because they might be useful to develop programs to maintain and enhance parental involvement in the education of their children. For example, it would be important to work with parents before the school year to encourage communication and participation in their children's educational process.

Adaptación de dos medidas de apoyo social en estudiantes universitarios argentinos

El soporte social constituye un importante constructo en el ámbito educativo, el cual influye en términos comportamentales, cognitivos y afectivos. Aunque en la literatura internacional existen numerosos instrumentos que permiten evaluar dicho constructo, en Argentina no se dispone de escalas que permitan evaluar el apoyo percibido por los estudiantes. Por lo tanto, el objetivo de este trabajo consistió en adaptar las escalas de Apoyo Social para Niños y Adolescentes (Malecki, Demaray & Elliot, 2003) y Soporte Académico (Lent et al., 2005) en estudiantes universitarios. Para ello, en este estudio participaron 551 estudiantes de diferentes carreras dictadas en la Universidad Nacional de Córdoba (Argentina). Para ambos instrumentos, los resultados indicaron valores satisfactorios de consistencia interna (confiabilidad compuesta,ρ> .70) y, además, se logró replicar la estructura original de cada medida mediante análisis factorial confirmatorio. Se destacan las limitaciones y se sugieren nuevas líneas de estudio.

Social support is an important construct in education which influences behavioral, cognitive and affective terms. Although there are numerous instruments to assess this construct, in Argentina there are no published scales to assess perceived support by students. Therefore, our aim was to adapt Social Support for Children and Adolescents (Malecki, Demaray & Elliot, 2003) and Academic Support (Lent et al., 2005) scales in college students. For this projectIn this regard, data from 551 students of different degrees from the National University of Cordoba (Argentina) was collected. For both instruments, results showed satisfactory internal consistency values (composite reliability,ρ> .70) and the original structure was replicated for each measure using confirmatory factor analysis. Limitations and new lines of research are suggested.

Rasgos complejos y rendimiento académico: contribución de los rasgos de personalidad, creencias de autoeficacia e intereses / Traços complexos e rendimento acadêmico: contribuição dos traços de personalidade, crenças de autoeficácia e interesses / Complex traits and academic performance: Contribution of personality traits, self-efficacy, and interests

El objetivo de este trabajo consistió en explorar la contribución de las facetas de personalidad, creencias de autoeficacia e intereses que caracterizan a los estudiantes adolescentes con alto y bajo rendimiento académico en diferentes áreas del conocimiento. Mediante la implementación de un análisis discriminante, los resultados de este estudio indican que las tres medidas consideradas contribuyen de manera significativa a explicar, según el dominio, entre un 23

del rendimiento académico. Se espera quela información aportada ayude a investigadores y profesionales del ámbito educativo a comprender cuál es el patrón psicológico que facilita el éxito académico...

The objective of this study was to explore the contributions of personality traits, self-efficacy, and interests to the high and low academic performance of adolescent students in different areas of knowledge. Through the implementation of a discriminant analysis, the results of the study show that the three measurements underconsideration contribute significantly to the explanation of 23

of academic performance, depending on the domain. The information gathered is expected to help researchers andprofessionals in the field of education understand the psychological pattern that facilitates academic success...

The objective of this study was to explore the contributions of personality traits, self-efficacy, and interests to the high and low academic performance of adolescent students in different areas of knowledge. Through the implementation of a discriminant analysis, the results of the study show that the three measurements under consideration contribute significantly to the explanation of 23% to 50% of academic performance, depending on the domain. The information gathered is expected to help researchers and professionals in the field of education understand the psychological pattern that facilitates academic success...

O objetivo deste trabalho consistiu em explorar a contribuição das facetas de personalidade, crenças de autoeficácia e interesses que caracterizam os estudantes adolescentes com alto e baixo rendimento acadêmico em diferentes áreas do conhecimento. Mediante a implantação de uma análise discriminante, os resultados deste estudo indicam que as três medidas consideradas contribuem de maneira significativa a explicar, segundo o domínio, entre 23

do rendimento acadêmico. Espera-se que a informação fornecida ajude pesquisadores e profissionais do âmbito educativo a compreender qual é o padrão psicológico que facilita o sucesso acadêmico...

O objetivo deste trabalho consistiu em explorar a contribuição das facetas de personalidade, crenças de autoeficácia e interesses que caracterizam os estudantes adolescentes com alto e baixo rendimento acadêmico em diferentes áreas do conhecimento. Mediante a implantação de uma análise discriminante, os resultados deste estudo indicam que as três medidas consideradas contribuem de maneira significativa a explicar, segundo o domínio, entre 23% e 50% do rendimento acadêmico. Espera-se que a informação fornecida ajude pesquisadores e profissionais do âmbito educativo a compreender qual é o padrão psicológico que facilita o sucesso acadêmico...