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Sánchez Rosas, J. (2015). validación del cuestionario de metas de logro-revisado en estudiantes universitarios Argentinos (A-AGQ-R). International Journal of Psychological Research, 8(1), 10–23. https://doi.org/10.21500/20112084.641
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
Se evaluaron las propiedades psicométricas de una adaptación al español del AGQ-R (Elliot & Murayama, 2008) en una muestra de estudiantes universitarios argentinos (292). Se confirmaron las estructuras factoriales y dimensionales hipotetizadas, las cuales también demostraron ser superiores a otros modelos alternativos. Los valores de consistencia interna para cada escala fue elevada. Se obtuvo evidencias de la utilidad de las escalas al evaluar los efectos de las cuatro metas de logro sobre valor de la tarea, autoeficacia social académica, disfrute, vergüenza y rendimiento académico. De esta manera, el A-AGQ-R sería un instrumento con buenas propiedades de validez y confiabilidad. Finalmente, estos resultados brindan una versión validada del AGQ-R para su uso en estudiantes universitarios argentinos.
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Referencias
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Greene, B. A., Miller, R.B., Crowson, M., Duke, B. L. & A key, K. L. (2004). Predicting high school student's cognitive engagement and achievement: Contributions of classroom perception and motivation. Contemporary educational psychology, 29(4), 462-482.
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.
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Murayama, K., Elliot, A., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103(1), 238-256.
Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theories of education. Journal of Educational Psychology, 77, 683-692.
Olaz, F. (2006). Construcción de una escala de autoeficacia para estudiantes universitarios. Comunicación presentada en el primer encuentro nacional de Evaluación Psicológica y Educativa. Córdoba: Universidad Nacional de Córdoba.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101, 115–135.
Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
Pérez, C. J. M. (2007). Manual de Usuario de la plataforma de encuestas en línea: Lime Survey, Versión 1.0, Licencia de Documentación Libre GNU.
Pérez, E., Medrano, L., & Sánchez Rosas, J. (2014). Path Analysis: conceptos básicos y ejemplos de aplicación. Revista de la Asociación Argentina de Ciencias del Comportamiento, 5, 52-66.
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Sánchez Rosas, J. (2011). Cómo evaluar las emociones académicas. Adaptación del Cuestionario de Emociones de Logro. IIICongreso de Psicología de la Facultad de Psicología de la Universidad Nacional de Córdoba.
Sánchez Rosas, J., Piotti, A., Sánchez, V., Pereira, A., & Debat, E. (2011). Implicancias del interés, la importancia y la utilidad de los materiales y contenidos de aprendizaje para las emociones académicas. III Congreso de Psicología de la Facultad de Psicología de la Universidad Nacional de Córdoba.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and task avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
Sterba, S. K., & Foster, E. M. (2008). Self-selected sample. In P. J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods (pp. 806-808). Thousand Oaks, California: SAGE Publications.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
Babakus, E., Ferguson, C. E. & Joreskog, K G, (1987). The sensitivity of confirmatory maximum likelihood factor analysis to violations of measurement scale and distributional assumptions. Journal of Marketing Research, 24, 2228.
Dolan, C. V. (1994), Factor analysis of variables with 2, 3, 5, and 7 response categories: A comparison of categorical variable estimators using simulated data. British journal of Mathematical and Statistical Psychology, 47, 309-326.
Eid, M., Lischetzke, T., Nussbeck, F. W., & Trierweiler, L. I. (2003). Separating trait effects from trait-specific method effects in multitrait–multimethod models: A multiple-indicator CT-C (M-1) model. Psychological Methods, 8, 38–60.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149–169.
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. En Andrew J. Elliot & Carol Dweck (eds.). Handbook of competence and motivation, 52-72. New York, London: The Guilford Press.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Elliot, A. J., & Fryer, J. W. (2008). The goal construct in psychology. In J. Shah & W. Gardner (Eds.), Handbook of motivational science (pp. 235-250). New York: Guilford Press.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461– 475.
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628.
Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82, 804–818.George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
González, A. J., Donolo, D. S., Rinaudo, M. C., & Paoloni, P. V. (2010). Metas de logro y autodeterminación en universitarios: diferencias individuales y perfiles motivacionales. REME, 13, 34, 4.
Greene, B. A., Miller, R.B., Crowson, M., Duke, B. L. & A key, K. L. (2004). Predicting high school student's cognitive engagement and achievement: Contributions of classroom perception and motivation. Contemporary educational psychology, 29(4), 462-482.
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.
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122.
Huang, C. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review, 23, 1-30.
Hulleman, C. S., Durik, A. M., Schweigert, S. B., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398–416.
Hutchinson, S, R., & Olmos, A (1998). Behavior of descriptive fit indexes in confirmatory factor analysis using ordered categorical data. Structural Equation Modeling: A Multidisciplinary Journal, 5, 344-364.
Johnson, D. R., & Creech, J.C. (1983) Ordinal measures in multiple indicator models: A simulation study of categorization error. American Sociological Review, 48, 398-407.
Liem, A. D., Lau, S. & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., et al. (2000). Manual for the Patterns of Adaptive Learning Scales. Ann Arbor: University of Michigan. Available at http://www.umich.edu/%7Epals/manuals.html.
Montero, I., & León, O. (2007). A Guide for Naming Research Studies in Psychology. International Journal of Clinical and Health Psychology, 7, 847-862.
Moreno, J. A., González-Cutre, D., & Sicilia, A. (2007). Metas de logro 2 x 2 en estudiantes españoles de EF. Revista de Educación, 347, 299-317.
Murayama, K., Elliot, A., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103(1), 238-256.
Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theories of education. Journal of Educational Psychology, 77, 683-692.
Olaz, F. (2006). Construcción de una escala de autoeficacia para estudiantes universitarios. Comunicación presentada en el primer encuentro nacional de Evaluación Psicológica y Educativa. Córdoba: Universidad Nacional de Córdoba.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101, 115–135.
Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
Pérez, C. J. M. (2007). Manual de Usuario de la plataforma de encuestas en línea: Lime Survey, Versión 1.0, Licencia de Documentación Libre GNU.
Pérez, E., Medrano, L., & Sánchez Rosas, J. (2014). Path Analysis: conceptos básicos y ejemplos de aplicación. Revista de la Asociación Argentina de Ciencias del Comportamiento, 5, 52-66.
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Sánchez Rosas, J. (2011). Cómo evaluar las emociones académicas. Adaptación del Cuestionario de Emociones de Logro. IIICongreso de Psicología de la Facultad de Psicología de la Universidad Nacional de Córdoba.
Sánchez Rosas, J., Piotti, A., Sánchez, V., Pereira, A., & Debat, E. (2011). Implicancias del interés, la importancia y la utilidad de los materiales y contenidos de aprendizaje para las emociones académicas. III Congreso de Psicología de la Facultad de Psicología de la Universidad Nacional de Córdoba.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and task avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
Sterba, S. K., & Foster, E. M. (2008). Self-selected sample. In P. J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods (pp. 806-808). Thousand Oaks, California: SAGE Publications.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
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