Propiedades psicométricas de la versión en español del Achievement Goals Questionnaire

Autores/as

  • Francisco Ruiz-Juan Universidad de Murcia
DOI: https://doi.org/10.6018/analesps.30.2.158101
Palabras clave: Orientaciones de meta, propiedades psicométricas, metas de logro, estudio instrumental

Resumen

El objetivo es la adaptación y comprobación de las propiedades psicométricas Achievement Goals Questionnaire (AGQ) en español. Se realizan dos estudios independientes. El objetivo del primero es presentar datos psicométricos preliminares (muestra piloto: 247 estudiantes). Expuesto el proceso de traducción, adaptación y validez de contenido de los ítems, se efectúa un análisis estadístico de éstos, exploración de la estructura dimensional y análisis de la fiabilidad del instrumento. En el segundo (muestra: 2168 estudiantes), el objetivo es analizar con procedimientos confirmatorios la estructura interna del instrumento. La versión en español del AGQ mostró niveles aceptables de consistencia interna, estabilidad temporal, correlaciones inter-ítems y puntuación total de la escala. Igualmente, aporta evidencias de su validez de constructo. Se obtuvieron diferencias de sexo. Estos hallazgos apoyan el uso de la versión en español del AGQ para evaluar las orientaciones de meta de logro que tienen los alumnos en las clases de Educación Física

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and re-view of empirical research. Psychological Bulletin, 84(5), 888-918.

Amado, D., Leo, F., Sánchez, D., González, I. & López, J. (2012). It is compatible the sport in scholar age with other social roles? A study through Self-Determination Theory. Re-tos, 21, 50-52.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educa-tional Psychology, 84, 261–271.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning stra-tegies and motivation processes. Journal of Educational Psychology, 80, 260-267.

Balaguer, I., Castillo, I., Duda, J., & García-Merita, M. (2011). Asociaciones entre la percep-ción del clima creado por el entrenador, orientaciones disposicionales de meta, regula-ciones motivacionales y vitalidad subjetiva en jóvenes jugadoras de tenis. Revista de Psicología del Deporte. 20, 133-148.

Bentler, P.M. (1995). EQS structural equations program manual. Encino, C.A: Multivariate Software.

Bollen, K.A., & Long, J.S. (1994). Testing structural equation models. Newbury Park, CA: Sage.

Brislin, R.W. (1986). The wording and translation of research instruments. En W. Lonner y J. Berry (Eds.), Field methods in cross-cultural research (pp. 137-164). Beverly Hills, CA: Sage.

Browne, M., & Cudeck, R. (1993). Alternative ways of assessing model fit. En K. Bollen y J. Long (Eds.), Testing structural equation models (pp. 136–162). Thousand Oaks: Sage.

Carretero-Dios, H., & Pérez, C. (2005). Normas para el desarrollo y revisión de estudios ins-trumentales. International Journal of Clinical and Health Psychology, 5, 521-551.

Cury, F., Elliot, A.J., Sarrazin, P., Da Fonseca, D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: A sequential analysis. Journal of Experimental Social Psychology, 38, 473-481.

Díaz, M., & Aguado, R. (2012). Perceived competence of experienced physical education teachers about the task as a didactic resource. Retos, 22, 16-18.

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement-motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.

Duda, J.L., & Whitehead, J. (1998). Measurement of goal perspectives in the physical do-main. In J. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 21-48). Morgantown, WV: Fitness Information Technology.

Dweck, C.S. (1986). Motivational processes affecting learning. The American Psychologist, 41, 1040–1048.

Elliot, A.J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Printrich (eds.), Advances in motivation and achievement (Vol. 10) (pp. 243-279). Greenwich, CT: JAI Press.

Elliot, A.J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York: Guil-ford Press.

Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achie-vement motivation. Journal of Personality and Social Psychology, 72, 218-232.

Elliot, A.J., & McGregor, H.A. (2001). A 2 X 2 achievement goal framework. Journal of Per-sonality and Social Psychology, 80, 501-519.

Flores, J., Salguero, A., & Márquez, S. (2008). Goal orientations and perceptions of the moti-vational climate in physical education classes among Colombian students. Teaching and Teacher Education, 24, 1441–1449.

Goudas, M., & Biddle, S. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9, 241-250.

Hambleton, R.K. (2005). Issues, designs and technical guidelines for adapting tests into mul-tiple languages and cultures. En R.K. Hambleton, P.F. Merenda y S.D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah, NJ: Lawrence Erlbaum Associates.

Hoyle, R.H. (1995). Structural equation modeling: Concepts, issues, and applications. Thou-sand Oaks, CA: Sage.

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.

Jackson, D.N. (1970). A sequential system for personality scale development. En C.D. Spiel-berger (Ed.), Current topics in clinical and community psychology (pp. 61-96). Nueva York: Academic Press.

Jöreskog, K.G., & Sörbom, D. (1993). Structural equation modeling with the SIMPLIS com-mand language. Chicago: Scientific Software International.

Kline, R.B. (1998). Principles and practice of structural equation modeling. New York: Guil-ford.

Ledent, M., Telama, R., Cloes, M., Carvalho, L., & Piéron, M. (1996). Orientation des objec-tifs et participation à des activités sportives. Sport, 159/160, 82-89.

Maehr, M.L., & Nicholls, J.G. (1980). Culture and achievement motivation: a second look. In N. Warren (Ed.), Studies in cross-cultural psychology, Vol. 3, pp. 221-267. New York: Academic Press.

Maher, M.L., & Braskamp, L.A. (1986). The motivation factor. A theory of personal investi-ment. Lexinton: Lexinton Books.

McGregor, H.A., & Elliot, A.J. (2002). Achievement goals as predictors of achievementrele-vant processes prior to task engagement. Journal of Personality and Social Psychol-ogy, 94, 381–395.

Mitchell, S. (1996). Relationships between perceived learning environment and intrínsico motivation in middle school physical education. Journal of Teaching in Physical Edu-cation, 15, 369-383.

Muñiz, J., & Bartram, D. (2007). Improving international tests and testing. European Psycho-logist, 12, 206-219.

Muñiz, J., & Hambleton R.K. (2000). Adaptación de los tests de unas culturas a otras. Meto-dología de las Ciencias del Comportamiento, 2, 129-149.

Newton, M., Duda, J., & Yin, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female ath-letes. Journal of Sports Sciences, 18, 275-290.

Nicholls, J. (1984). Achievement Motivation: Conceptions of Ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.

Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge: Harvard University Press.

Ntoumanis, N., & Biddle, S.J.H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17, 643- 665.

Nunnally, J.C., & Bernstein, I.J. (1995). Teoría psicométrica. Madrid: McGraw-Hill.

Osterlind, S.J. (1989). Constructing Test Items. Londres: Kluwer Academic Publishers.

Otero, F., González, J.A., & Calvo, A. (2012). Validation tools for measuring procedural and declarative knowledge and assessing decisions in school european football. Retos, 22, 65-69.

Papaioannou, A. (1994). Development of a questionnaire to measure achievement orientations in physical education. Research Quarterly for Exercise and Sport, 65, 11-20.

Papaioannou, A., & McDonald, A. I. (1993). Goal perspectives and purposes of physical edu-cation as perceived by Greek adolescents. Physical Education Review, 16, 41-48.

Papaioannou, A., Bebetsos, E., Theodorakis, Y., Christodoulidis, T. & Kouli, O. (2006). Causal relationships of sport and exercise involvement with goal orientations, per-ceived competence and intrinsic motivation in physical education: A longitudinal study. Journal of Sports Sciences, 24, 367–382.

Papaioannou, A., Marsh, H. & Theodorakis, Y. (2004). A Multilevel Approach to Motiva-tional Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? Journal of Sport & Exercise Psychology, 26(1), 90-119.

Papaioannou, A.G., Tsigilis, N., Kosmidou, E., & Milosis, D. (2007). Measuring perceived motivational climate in physical education. Journal of Teaching in Physical Educa-tion, 26, 236-259.

Pazo, C.I., & Tejada, J. (2012). The professional skills in Physical Education. Retos, 22, 5-8.

Peiró, C., & Sanchís, J.R. (2004). Las propiedades psicométricas de la versión inicial del cuestionario de orientación a la tarea y al ego (TEOSQ) adaptado a la educación física en su traducción al castellano. Revista de Psicología del Deporte, 13, 25-39.

Ries, F. (2011). Physical self-concept in adolescents from Seville in relation with gender and the evolution of sport career. Retos, 19, 38-42.

Ruiz-Juan & Piéron, 2012). Orientaciones de meta en Educación Física y nivel de actividad físico-deportiva en estudiantes mexicanos. Universitas Psychologica, 12.

Ruiz-Juan, F., Piéron, M., & Zamarripa, J. (2011). Versión española del “Task and Ego Orientation in Sport Questionnaire (TEOSQ)” adaptado a Educación Física. Estudios de Psicología, 32(2), 179-193.

Sánchez, P.M., Leo, F.M., Gómez, F.R., Sánchez, D., de la Cruz. E., & García, T. (2009). Orientations and motivational climates of the other significatives in young handball players from Extremadura. Retos, 16, 22-27.

Shumacker, R.E., & Lomax, R.G. (1996). A beginner’s guide to structural equation modeling. Mahwah, NJ: Erlbaum.

Spaan, M. (2006). Test and item specifications development. Language Assessment Quar-terly, 3, 71-79.

Van Der Horst, K., Paw, M., Twisk, J., & Van Mechelen, W. (2007). A Brief Review on Cor-relates of Physical Activity and Sedentariness in Youth. Medicine & Science in Sports & Exercise. 39, 1241-1250.

Walling, M.D., & Duda, J.L. (1995). Goals and their association with beliefs about success in and perceptions of the purpose of physical education. Journal of Teaching Physical Education, 14, 140-156.

Wang, C.K.J., Lim, B.S.C., Aplin, N.G., Chia, M., McNeill, M., & Tan, W.K.C. (2008). Stu-dents’ Perceived Purposes of Physical Education in Singapore: Perspectives from a 2 x 2 Achievement Goals Framework. European Physical Education Review, 14, 51-70.

Wang, J., Biddle, S., & Elliot, A. (2007). The 2×2 achievement goal framework in a physical education context. Psychology of Sport and Exercise, 8(2), 147-168.

Wang, J., Chia, W., Chatzisarantis, N., & Lim, C. (2010). Infuence of Perceived Motivational Climate on Achievement Goals in Physical Education: A Structural Equation Mixture Modeling Analysis. Journal of Sport & Exercise Psychology, 2010, 32, 324-338.

White, S., & Duda, J. (1994). The relationship of gender, level of sport involvement, and par-ticipation motivation to task and ego orientation. International Journal of Sport Psychology, 25, 4-18.

Publicado
08-04-2014
Cómo citar
Ruiz-Juan, F. (2014). Propiedades psicométricas de la versión en español del Achievement Goals Questionnaire. Anales de Psicología / Annals of Psychology, 30(2), 745–755. https://doi.org/10.6018/analesps.30.2.158101
Número
Sección
Psicología del deporte