Javier Sanchez Rosas - Academia.edu (original) (raw)

Papers by Javier Sanchez Rosas

The psychometric properties of a Spanish adaptation of the AGQ-R (Elliot & Murayama, 2008) were t... more The psychometric properties of a Spanish adaptation of the AGQ-R (Elliot & Murayama, 2008) were tested in a sample of Argentinean university students (292). The hypothesized factor and dimensional structures of the measure were confirmed and shown to be superior to a host of alternatives. Each of the four achievement goal factors had a high degree of internal consistency. Effects of the four achievement goals scales on task value, social academic self-efficacy, enjoyment, shame, and academic performance, provided support to utility of the scales. The A-AGQ-R provides a measure that attested valid and reliable scores. Finally, these findings provide a validated version of the AGQ-R for its use in Argentinean university students.

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Introduction: Academic social participation addresses student engagement behaviors that involve s... more Introduction: Academic social participation addresses student engagement behaviors that involve social interactions with peers and teachers. Objective: Perceived teacher behavior, task value, academic self-efficacy, and class enjoyment and shame's role in predicting academic social participation was analyzed. Method: Psychology students from a large national university completed self-report questionnaires assessing the model variables. A proposed model was evaluated by path analysis. Results: Model showed good fit to the data, explaining 31% of variance. Positive influences were detected of perceived teacher behavior on task value (β = 0.42), academic self-efficacy (β = 0.19), and class enjoyment (β = 0.24); of task value on class enjoyment (β = 0.52); and of class enjoyment on academic social participation (β = 0.44). Academic self-efficacy negatively affected class shame (β =-0.38), while class shame (β =-0.44) and task value (β =-0.24) showed a negative influence on academic social participation. Conclusion: Utility of modifying teacher behavior and motivation as a means to affect emotion was demonstrated. Class enjoyment and shame were the stronger predictors of academic social participation. Individual variables' importance in moderating contextual influence on engagement was suggested.

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This article reports on the reliability, internal validity, external validity, gender differences... more This article reports on the reliability, internal validity, external validity, gender differences, and norms of a Spanish version of the Achievement Emotions Questionnaire (Pekrun et al., 2011) adapted for Argentinean university students (namely AEQ-AR). The AEQ-AR contains 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class, while studying, and when taking tests and exams. Argentinean undergraduates studying at the National University of Córdoba participated in the study. An estimation sample (N = 400) and a validation sample (N = 266) were formed to examine internal validity and reliability. The total sample (N = 666) was used to analyze external validity, gender differences and to obtain norms for the scales. Results indicate that the scales are reliable, internally valid as demonstrated by exploratory and confirmatory factor analysis, and externally valid in terms of relationships with task value, social academic self-efficacy, achievement goals, avoidance of help seeking, and academic performance. In addition, partial support for the gender differences hypothesis of prospective and retrospective emotions related to negative results was found. The obtained norms for male and female students will allow interpret the scores obtained for practical purposes. Finally, instructions and scales of the AEQ-AR are presented in the appendix. Resumen. Este artículo informa la confiabilidad, validez interna, validez externa, diferencias de género y normas de una versión española del Achievement Emotions Questionnaire (Pekrun et al., 2011) adaptada para estudiantes universitarios de Argentina (AEQ-AR). El AEQ-AR consta de 24 escalas que miden disfrute, esperanza, orgullo, alivio, enojo, ansiedad, vergüenza, desesperanza y aburrimiento en clase, al estudiar y realizar exámenes. Participaron del estudio estudiantes argentinos que estudiaban en la Universidad Nacional de Córdoba. Se conformaron una muestra de estimación (N = 400) y una muestra de confirmación (N = 266) para examinar la validez interna y la confiabilidad. La muestra total (N = 666) se utilizó para analizar la validez externa, las diferencias de género y obtener las normas para las escalas. Los resultados indican que las escalas son confiables, validas internamente como lo demostraron los análisis factorial exploratorio y confirmatorio, y validas externamente en términos de relaciones con valor de la tarea, autoeficacia social académica, metas de logro y rendimiento académico. Además, se encontró apoyo parcial para la hipótesis de diferencias de género de las emociones prospectivas y retrospectivas relacionadas a resultados negativos. Las normas obtenidas para estudiantes hombres y mujeres permitirán interpretar las puntuaciones obtenidas para propósitos prácticos. Finalmente, se presentan en el apéndice las instrucciones y escalas del AEQ-AR. Palabras clave: emoción de logro, ansiedad ante los exámenes, teoría de control-valor, cuestionario, medición, español 42 Sánchez Rosas, Evaluar, 15, 41-74

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A study was conducted in order to validate the Boredom Coping Scales and test its psychometric pr... more A study was conducted in order to validate the Boredom Coping Scales and test its psychometric properties on a sample of Argentinean university students (namely BCS-AR). The BCS-AR, adapted into Spanish, was applied to a sample of students at National University of Córdoba and the National Technological University (N = 250). Internal consistency was estimated through Cronbach's alpha (α). Evidence about the test's internal structure was obtained from evaluating and comparing three measurement models for boredom coping strategies. Criterion validity evidence was provided by bivariate correlations with task value, attention, academic boredom and enjoyment. The scales showed acceptable internal consistency scores (between α = .69 and α = .92). The four factor model showed an acceptable fit (χ2/df = 1.65, CFI = .95, GFI = .91, RMSEA = 0.051). Test criterion evidence partially corresponded to the expected results. Results are discussed within the framework of control-value theory of achievement emotions and boredom coping. Resumen. Se realizó un estudio para validar las Escalas de Afrontamiento del Aburrimiento y analizar sus propiedades psicométricas en una muestra de estudiantes universitarios de Argentina (BCS-AR). La BCS-AR, adaptada al español, se aplicó a una muestra de estudiantes en la Universidad Nacional de Córdoba y la Universidad Tecnológica Nacional (N = 250). La consistencia interna se estimó mediante el alfa de Cronbach (α). Se obtuvo evidencia de la estructura interna al evaluar y comparar tres modelos de medición de estrategias de afrontamiento del aburrimiento. Se aportó evidencia de validez criterio mediante correlaciones bivariadas con valor de la tarea, atención, aburrimiento y disfrute académico. Las escalas demostraron valores aceptables de consistencia interna (α = .69 hasta α = .92). El modelo de cuatro factores relacionados demostró un ajuste aceptable (χ2/df = 1.65, CFI = .95, GFI = .91, RMSEA = 0.051). La evidencia test criterio se correspondió parcialmente con los resultados esperados. Se discuten los resultados en el marco de la teoría control-valor de las emociones de logro y del afrontamiento del aburrimiento. Palabras clave: aburrimiento académico, afrontamiento del aburrimiento, disfrute, valor de la tarea, atención, validación

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Objective. The psychometric properties of four academic help-seeking scales measuring benefits, t... more Objective. The psychometric properties of four academic help-seeking scales measuring benefits, threats, emotional costs and avoidance of academic help-seeking in two samples of Argentinian university students were tested. Method. In phase one, a three correlated-factors measurement model (benefits, threats, emotional costs) and a one-factor model (avoidance) were evaluated. In phase two, two models where social academic self-efficacy (SAS), task value and achievement goals would predict the help-seeking constructs which, in turn, would predict shame in class were evaluated. Results. In phase one, the confirmatory factor analysis strongly supported the models, and all of the factor loadings were high. In phase two, on the one hand, SAS predicted benefits, threats and emotional costs. Moreover, threats and emotional costs predicted shame. Even more, SAS predicted shame via its effects on threats and emotional costs. On the other hand, SAS, task value, and performance-approach predicted avoidance. Moreover, avoidance and SAS had a direct effect on shame. The benefits, threats, emotional costs, and avoidance scales demonstrated adequate levels of internal consistency (α = 0.85, 0.72, 0.90, and 0.90). Conclusion. The scales are reliable, internally valid as demonstrated by the factor analyses, and externally valid in terms of relationships with motivational and emotional constructs. Evaluación de amenazas, beneficios, costos emocionales y evitación de la búsqueda de ayuda académica en estudiantes universitarios argentinos Resumen Objetivo. Se evaluaron las propiedades psicométricas de cuatro escalas de búsqueda de ayuda académica que miden beneficios, amenazas, costos emocionales y evitación de la búsqueda de ayuda académica en dos muestras de estudiantes universitarios argentinos. Método. En la fase uno se evaluó un modelo de medición con tres factores relacionados (beneficios, amenazas, costos emocionales) y un modelo unidimensional (evitación). En la fase dos se evaluaron dos modelos donde autoeficacia social académica (ASA), valor de la tarea y metas 1 This research is part of a doctoral dissertation and was made possible by a grant from the

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Resumen Abstract En este artículo metodológico se examinan los fundamentos conceptuales y estadís... more Resumen Abstract En este artículo metodológico se examinan los fundamentos conceptuales y estadísticos del Path Analysis (PA), un método multivariante que permite verificar el ajuste de modelos causales así como identificar la contribución directa e indirecta que realizan un conjunto de variables independientes para explicar la variabilidad de las variables dependientes. También se describen las principales operaciones requeridas para aplicar PA utilizando el software AMOS, uno de los más populares en nuestra región. Adicionalmente, se revisan algunas investigaciones en el área de la psicología educacional que emplearon PA con el objetivo de contrastar modelos teóricos explicativos de la comprensión lectora y la habilidad de escritura, dos destrezas académicas claves. Finalmente, se discuten las principales ventajas y limitaciones del método. Path Analysis: basic concepts and examples: This methodological paper examines the conceptual and statistical basis of path analysis (PA), a multivariate method that allows the verification of causal models adjustment and the identification of direct and indirect contribution of independent variables that explain the variability of dependent variables. Furthermore, this article describes the main operations required for the development of PA using AMOS, one of the most popular software in our context. Moreover, this study examines some investigations in educational psychology that used PA with the objective to contrast explicative theoretical models about reading comprehension and writing abilities, two key academic skills. Finally, we discuss the most important advantages and limitations of PA.

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Resumen Abstract Un estudio transversal examinó (a) si existen relaciones entre la búsqueda de ay... more Resumen Abstract Un estudio transversal examinó (a) si existen relaciones entre la búsqueda de ayuda académica (BAA), la autoeficacia social académica (ASA) y la emociones de logro (N=433) y (b) las diferencias de género en las variables contempladas (N=180). Se encontraron correlaciones parciales de ASA con disfrute, esperanza, ansiedad y vergüenza (r=.19, .12,-.13,-.38; p<.05). La percepción del beneficio de la BAA (BBA) correlacionó con disfrute, orgullo y vergüenza (r=.18, .15,-.23; p<.01). La percepción del costo emocional de la BAA (CBA) correlacionó con disfrute, ansiedad y vergüenza (r=-.11, .10, .58; p<.05) y la percepción de la amenaza asociada a la BAA (ABA) con vergüenza (r= .24; p<.001). Los resultados del MANOVA (F= 4.1; p<.001) indicaron diferencias de género. Las mujeres presentaron mayor enojo, ansiedad, vergüenza y desesperanza. Los varones experimentaron más ASA, BBA, y menos CBA. Se discute el rol de estas valoraciones relacionadas al comportamiento interpersonal y las emociones de logro. Academic help seeking, social academic self-efficacy and class-related emotions in university students: A cross-sectional study examined whether (a) are there relations between academic help-seeking (BAA), social academic self-efficacy (ASA) and achievement emotions in a sample of university students (N = 433) and (b) are there gender differences across the studied variables (N=180). Partial correlations between ASA with enjoyment, hope, anxiety and shame were found (r=.19, .12,-.13,-.38; p<.05). Benefit of academic help-seeking (BBA) correlated with enjoyment, pride and shame (r=.18, .15,-.23; p<.01). Cost of academic help-seeking (CBA) correlated with enjoyment, anxiety and shame (r=-.11, .10, .58; p<.05) and threat of academic help-seeking (ABA) correlated with shame (r= .24; p<.001). Multivariate analysis of variance (MANOVA) provided gender differences (F= 4.1; p<.001). Female showed higher anger, anxiety, shame and hopelessness. On the other hand, male reported more ASA, BBA and less CBA than female. The role of these positive and negative appraisals related to interpersonal behavior and achievement emotions is discussed.

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Academic procrastination is characterized by the intention to do a task and a lack of capacity to... more Academic procrastination is characterized by the intention to do a task and a lack of capacity to begin, develop or end it which is usually accompanied by feelings of nervousness, anxiety and sadness (Ferrari, Johonson and MacCoown, 1995). This study aimed to adapt the Tuckman Procrastination Questionnaire (TPQ) for their use in university students in Argentina. The items were translated from English into Spanish and adapted to the local expressions. The exploratory factor analysis yields a one factor solution with adequate reliability coefficient. Further, were analyzed the relationship with academic performance and gender differences. Stability and criterion validity further studies are required. La procrastinación académica se caracteriza por la intención de hacer una tarea y una falta de diligencia ya sea para empezarla, desarrollarla o finalizarla, cuyo proceso generalmente se acompaña de sentimientos de nerviosismo o inquietud y abatimiento (Ferrari, Johonson y MacCoown, 1995)...

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Procrastination and test anxiety are two frequent phenomena on university students and there were... more Procrastination and test anxiety are two frequent phenomena on university students and there were several studies about their relationships. Generally, positive and moderate correlations were found, and there is consent to consider procrastination like an avoiding coping behaviour, oriented to aliviate anxiety states. However, the direction of this relationship is still unclear and contradictory results exist. In this context, their relationships were again explored in an empirical study, employing self-report measures with a multidimentional approach to test anxiety. Results show positive and moderate correlations between procrastination with interference and lack of confidence, but did not correlated significatively with worry. Findings suggest an alternative explanation, to consider both variables as expressions of self-regulation deficits in the learning process. Key words: procrastination, test anxiety, self regulation. La procrastinación y la ansiedad frente a los exámenes son...

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Los estudios sobre las relaciones entre la ansiedad frente a los exámenes y las estrategias de af... more Los estudios sobre las relaciones entre la ansiedad frente a los exámenes y las estrategias de afrontamiento arrojan resultados poco consistentes ya que a la hora de explorar estas relaciones es importante considerar si se evalúa la ansiedad frente a los exámenes como una variable uni o multidimensional, si se evalúan estilos o estrategias de afrontamiento, y si se consideran las diferencias de género. En este sentido, y por no encontrarse estudios en nuestro medio que evalúen estas relaciones con los estilos de afrontamiento, el objetivo del trabajo fué explorar las relaciones entre las dimensiones de la ansiedad y los estilos de afrontamiento ante el estrés académico. Para ello se utilizo el GTAI-A y una adaptacion preliminar del R-COPE. Los resultados confirman diferencias en las relaciones por dimensión y por género pero a la vez ciertos patrones estables en las mismas. Palabras clave: estilos de afrontamiento, ansiedad ante los exámenes, género

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La ansiedad ante los exámenes puede definirse como una reacción emocional que las personas presen... more La ansiedad ante los exámenes puede definirse como una reacción emocional que las personas presentan frente a situaciones en las cuales sus aptitudes son evaluadas. Su característica definitoria es la preocupación recurrente por el posible mal rendimiento académico y sus consecuencias aversivas en la autoestima, minusvaloración social, y pérdida de algún beneficio esperado. En el plano fisiológico se manifiesta como un incremento de la actividad autónoma (taquicardia, por ejemplo) y a nivel conductual implica tentativas de evitación de la situación temida, postergación de actividades preparatorias, hipermotricidad y dificultades para articular el discurso. Elevados niveles de ansiedad se asocian consistentemente con disminución del rendimiento, retraso en la carrera, deserción y malestar psicológico. Nuestro equipo adaptó dos inventarios para evaluar ansiedad ante los exámenes, realizando los correspondientes estudios psicométricos. Posteriormente se evaluó su prevalencia entre alum...

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