Validation of the Achievement Goal Questionnairee – Revised in Argentinean university students A-AGQ-R.pdf (original) (raw)
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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. 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 cu...
Pensando Psicología, 2017
Objetivo: se evaluó una versión ajustada al idioma español de la Achievement Task Value Scale, la cual evalúa los ítems valorativos de tareas que corresponden a importancia, utilidad, interés y costo, con respecto a sus propiedades psicométricas en una muestra de estudiantes argentinos.Método: para evaluar la estructura interna se utilizaron estrategias exploratorias y de confirmación. Además, la convergencia de la escala se evaluó relacionándola con una escala valorativa unidimensional de tareas. Las evidencias de la validez de criterio se sustentaron relacionando las escalas con disfrute, metas de progreso y atención. Finalmente, la consistencia interna se estimó utilizando los coeficientes Alpha y Omega de Cronbach.Conclusiones: los resultados permiten afirmar que esta versión del instrumento hace posible evaluar de manera confiable y válida tres componentes valorativos de la tarea: utilidad, interés y costo.
Educational and Psychological Measurement, 2009
The psychometric properties of scores from the Achievement Goal Questionnaire were examined in samples of Japanese (N = 326) and Canadian ( N = 307) postsecondary students. Previous research found evidence of a four-factor structure of achievement goals in U. S. samples. Using confirmatory factor-analytic techniques, the authors found strong evidence for the four-factor structure of achievement goals in both the Canadian and Japanese populations. Subsequent multigroup structural equation modeling indicated the metric invariance of this four-factor structure across the two populations.
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
International Journal of Educational Psychology
Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded several scales administered at three points. At time 1 and 3, the sample informed their adoption of mastery and performance goals. At time 2, they responded to the S-CTAS and informed about their anxiety and shame in class, and their enjoyment, hopelessness, shame, and anxiety experienced in exam. Results demonstrated the convergent and divergent validity of the S-CTAS by correlating with other class and test emotions scales measuring outcome and activity-emotions. Furthermore, the findings verified the criterion validity of the S-CTAS by estimating the predictive influence of achievement goals on cognitive test anxiety and other emotions, and in turn the effects of cognitive test anxiety and these emotions on ac...