Cuestionario de metas situadas,ajuste y validación transculturalcomparación entre estudiantes colombianos y españoles

  1. Abello, Diana 1
  2. Alonso-Tapia , Jesús 2
  3. Panadero, Ernesto 3
  1. 1 Universidad Europea de Canarias, España
  2. 2 Universidad Autónoma de Madrid, España
  3. 3 Dublin City University, Ireland
Zugehörigkeit anzeigen +
Zeitschrift:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Datum der Publikation: 2023

Ausgabe: 21

Nummer: 61

Seiten: 667-692

Art: Artikel

DOI: 10.25115/EJREP.V21I61.6811 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Electronic journal of research in educational psychology

Ziele für nachhaltige Entwicklung

Zusammenfassung

Introducción. Elobjetivo de esta investigación es ajustar y validar el Cuestionario de Metas Situadas para los estudiantes colombianos de educación superior y comparar los resultados con los obtenidos previamente en población española.Método.Participaron un total de 500 estudiantes de la Facultad de Educación de la Universidad Nacional Pedagógica de Colombia. Se realizaron cuatro Análisis Factoriales Confirmatorios para identificar la validez factorial del Cuestionario: 1) modelo original con una submuestra 2) análisisde validación cruzada del modelo original entre dos submuestras, 3) análisis multigrupo entre las dos fases principales de la carrera 4) análisis multigrupo entre la muestra colombiana y española. Para identificar la validez predictiva se realizaron seis análisis de regresión utili-zando la nota final de la clase como variable predictiva.Resultados.Como resultado, el cuestionario ajustado muestra buenos valores de ajuste y con-fiabilidad. El deseo de aprender predice positivamente el desempeño, mientras que el deseo de pasar lo afecta negativamente.La principal diferencia entre estudiantes españoles y colombia-nos es que los primeros tienen una relación más significativa entre el deseo de aprobar en la orientación al desempeño.Discusión y conclusión: El SGQ-U es una herramienta que facilita a los profesores información sobre el impacto que tienen sus actividades en las metas de logro específicasque sus adoptan, reconociendo que estos difieren en el grado en que se da esta influencia. Estos resultados mues-tran la importancia que los docentes reflexionen sobre las actividades que seleccionan y usan en el aula en pro de favorecer las metas de aprendizaje de los estudiantes

Bibliographische Referenzen

  • Alonso-Tapia, J. (2016). Clima motivacional de clase: características, efectos y determinan-tes. [Classroom motivational climate: characteristics, effects and determinants]. In: Veiga, F. H. (Coord.), Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação - Motivação para o Desempenho Académico / Students´ Engagement in School: Perspectives of Psychology and Education - Motivation for Academic Per-formance. (p. 9-34). Lisboa: Instituto de Educação da Universidad de Lisboa. http://www.ie.ulisboa.pt/publicacoes/envolvimento-dos-alunos-na-escola-perspetivas-da-psicologia-e-educacao-motivacao-para-o-desempenho-academico
  • Alonso-Tapia, J., & Fernández, B. (2008). Development and initial validation of the class-room motivational climate questionnaire (CMCQ). Psicothema, 20(4), 883-889.
  • https://doi.org/10.1037/t68451-000
  • Alonso-Tapia, J., Nieto, C., Merino-Tejedor, E., Huertas, J. A. & Ruiz, M. (2018). Assess-ment of learning goals in university students from the perspective of "person-situation interaction": the Situated Goals Questionnaire (SGQ-U). Estudios de Psicología, 1-38. https://doi.org/10.1080/02109395.2017.1412707
  • Alonso-Tapia, J., Ruiz, M. Á. & Huertas, J. A. (2020). Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study. Anales De Psicología/Annals of Psychology, 36(1), 122–133.
  • Bardach, L., Oczlon, S., Pietschnig, J. & Lüftenegger, M. (2019). Has achievement goal the-ory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology. American Psychological As-sociation. https://doi.org/10.1037/edu0000419
  • Bardach, L., Yanagida, T., Klassen, R. M. & Lüftenegger, M. (2020). Normative and ap-pearance performance-approach goal structures: Two-level factor structure and exter-nal linkages. The Journal of Experimental Education, 1–16. https://doi.org/10.1080/00220973.2020.1729081
  • Barron, K. E. & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of personality and social psychology, 80(5), 706. https://doi.org/10.1037/0022-3514.80.5.706
  • Barron, K. E. & Harackiewicz, J. M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced col-lege courses. International Journal of Educational Research, 39(4-5), 357-374. https://doi.org/10.1016/j.ijer.2004.06.004
  • Beaton, D. E., Bombardier, C., Guillemin, F. & Ferraz, M. B. (2000). Guidelines for the pro-cess of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-91. https://doi.org/10.1097/00007632-200012150-00014
  • Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., et al. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26(4), 467-483. https://doi.org/10.1007/s10869-010-9201-6
  • Clogg, C. C., Petkova, E. & Haritou, A. (1995). Statistical methods for comparing regression coefficients between models. American Journal of Sociology, 100(5), 1261-1293. https://doi.org/10.1086/230638
  • Elliot, A. J. (2005). A conceptual history of achievement goal construct. In A.J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. (pp. 52-72). New York: Guilford.
  • Elliot, A. J. & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of per-sonality and social psychology, 80(3), 501 https://doi.org/10.1037/0022-3514.80.3.501
  • Elliot, A. J. & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613. https://doi.org/10.1037/0022-0663.100.3.613
  • Givens, R. R. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Re-search, 82(4), 396-435. https://doi.org/10.3102/0034654312464909
  • Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.
  • Hangen, E. J., Elliot, A. J. & Jamieson, J. P. (2019). Highlighting the difference between ap-proach and avoidance motivation enhances the predictive validity of performance-avoidance goal reports. Motivation and Emotion, 43(3), 387–399. Springer. https://doi.org/10.1007/s11031-018-9744-9
  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M. & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and per-formance over time. Journal of educational psychology, 92(2), 316. https://doi.org/10.1037/0022-0663.92.2.316
  • Howard, E. (2020). A review of the literature concerning anxiety for educational assess-ments. Office of Qualifications and Examinations Regulation. https://www.gov.uk/government/publications/a-review-of-the-literature-on-anxiety-for-educational-assessments
  • 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 psy-chology, 100(2), 398. https://doi.org/10.1037/0022-0663.100.2.398
  • James, V. H. & Yates, S. M. (2007). Extending the multiple-goal perspective to tertiary classroom goal structures. International Education Journal, 8(2), 68–80. ERIC. https://files.eric.ed.gov/fulltext/EJ834147.pdf
  • Jury, M., Smeding, A., Court, M. & Darnon, C. (2015). When first-generation students suc-ceed at university: On the link between social class, academic performance, and per-formance-avoidance goals. Contemporary Educational Psychology, 41, 25-36. https://doi.org/10.1016/j.cedpsych.2014.11.001
  • Kahraman, N., 2018. Effects of achievement goals on students' motivational beliefs and cop-ing strategies: a multiple goals perspective. Electronic Journal of Research in Educa-tional Psychology, 16(1), 35-57. http://repositorio.ual.es/bitstream/handle/10835/5944/1936-5584-1-PB.pdf_eng.pdf?sequence=1
  • Kaplan, A., Gheen, M. & Midgley, C., 2002. Classroom goal structure and student disrup-tive behaviour. The British journal of educational psychology, 72(Pt 2), 191–211. http://doi.org/10.1348/000709902158847
  • Kim, E. Y., Lim, E. J., & Noh, J. H. (2016). Academic stress, major satisfaction, and aca-demic achievement according to type of achievement goal orientation in nursing Stu-dents. Advanced Science and Technology Letters, 19(10A), 4557. https://doi.org/10.14257/astl.2016.128.09
  • Lazowski, R.A., & Hulleman, C.S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. http://doi.org/10.3102/0034654315617832
  • Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., O'Keefe, P. A. & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instruc-tional implications. Educational Psychologist, 47(4), 281-301. https://doi.org/10.1080/00461520.2012.722515
  • McDonald, R. P. (2013). Test theory: A unified treatment. Psychology Press. https://doi.org/10.4324/9781410601087
  • Meece, J. L., Anderman, E. M. & Anderman, L. H. (2006). Classroom goal structure, stu-dent motivation, and academic achievement. Annual review of psychology, 57, 487–503. https://doi.org/10.1146/annurev.psych.56.091103.070258
  • Nazarieh, M. (2015). A brief history of achievement goals orientations theory and its devel-opment. Best: Journal of Humanities, Arts, Medicine and Sciences, 1, 49-58. http://www.bestjournals.in/index.php/download/archives/1-106-1487233585-1%20-%20JRTEAHL%20-%20A%20Brief%20History%20of%20Achievement%20Goals%20Orientations%20Theory%20and%20its%20Development.pdf
  • Niemivirta, M., Pulkka, A. T., Tapola, A., & Tuominen, H. (2019). Achievement goal orien-tations: A person-oriented approach. The Cambridge handbook of motivation and learning, 566-616. https://doi.org/10.1017/9781316823279.025
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
  • Richey, J. E., Bernacki, M. L., Belenky, D. M. & Nokes-Malach, T. J. (2018). Comparing class-and task-level measures of achievement goals. The Journal of Experimental Ed-ucation, 86(4), 560–578. Taylor & Francis. https://doi.org/10.1037/edu0000419
  • Senko, C. (2016). Achievement Goal Theory: A Story of Early Promises, Eventual Discords, and Future Possibilities. In K. Wentzel & D. Miele (Eds), Handbook of Motivation at School, Vol. 2. (2nd ed., pp. 75–95) Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315773384-11/achievement-goal-theory-story-early-promises-eventual-discords-future-possibilities-rw-sen-ko
  • Senko, C. (2019). When do mastery and performance goals facilitate academic achievement? Contemporary Educational Psychology, 59, 101795. https://doi.org/10.1016/j.cedpsych.2019.101795
Fuente de los datos: Dialnet