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Iris Martins Oliveira http://orcid.org/0000-0003-4262-6768

Maria do Céu Taveira https://orcid.org/0000-0003-1762-8702

Erik J. Porfeli http://orcid.org/0000-0001-6482-4971

Randolph C. Grace http://orcid.org/0000-0003-1115-6089

Resumen

La Teoría Social Cognitiva del Desarrollo Profesional sugiere que las expectativas de autoeficacia emergen en la infancia. Las Escalas Multidimensionales de Autoeficacia Percibida (EMAP) evalúan la autoeficacia profesional de jóvenes y adultos. Este estudio analiza las propiedades de la EMAP con niños. Su estructura, invariancia factorial y validad concurrente fueron analizadas con 313 niños de quinto y sexto grado (M edad = 10.8). Los análisis confirmatorios sugirieron buen ajuste de un modelo jerárquico. Los análisis multi-grupo sugirieron invariancia configural y métrica para año escolar y sexo en los factores de primer orden, pero variabilidad en los pesos factoriales del segundo factor de orden para sexo. La EMAP presentó correlaciones positivas y estadísticamente significativas con la exploración profesional y el rendimiento académico. Este estudio sustenta el uso de EMAP con niños. La EMAP puede estimular la investigación sobre la autoeficacia profesional de niños, e incentivar prácticas que los preparen para procesos profesionales futuros.

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Keywords

desarrollo profesional, autoeficacia profesional, infancia, medicion, Escalas Multidimensionales de Autoeficacia Percibida

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Cómo citar
Martins Oliveira, I., Taveira, M. do C., Porfeli, E. J., & Grace, R. C. (2018). Estudio Confirmatorio de las Escalas Multidimensionales de Autoeficacia Percibida con Niños/as. Universitas Psychologica, 17(4), 1-12. https://doi.org/10.11144/Javeriana.upsy17-4.csms
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