Estudio Confirmatorio de las Escalas Multidimensionales de Autoeficacia Percibida con Niños/as
Publicado
nov 7, 2018
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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
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
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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.
Keywords
career development, career self-efficacy, childhood, measurement, Multidimensional Scales of Perceived Self-Efficacydesarrollo profesional, autoeficacia profesional, infancia, medicion, Escalas Multidimensionales de Autoeficacia Percibida
References
Bandura, A. (1990). Multidimensional scales of perceived academic efficacy. Stanford, CA: Stanford University.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187-206. https://doi.org/10.1111/1467-8624.00273
Blunch, N. (2008). Introduction to structural equation modelling using SPSS and AMOS. Thousand Oaks, California: Sage Publications.
Carneiro, J., Taveira, M. C., Faria, L., & Candeias, A. (2015). Social competence and career development: validation of a scale with secondary students Universitas Psychologica, 14(3), 889-898. http://dx.doi.org/10.11144/Javeriana.upsy14-3.sccd
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. https://doi.org/10.1037/0022-0663.100.3.525
Chen, F. F., Sousa, K. H., & West, S. G. (2005). Teacher’s corner: Testing measurement invariance of second-order factor models. Structural Equation Modeling: A Multidisciplinary Journal, 12(3), 471-492. https://doi.org/10.1207/s15328007sem1203_7
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
Choi, N., Fuqua, D., & Griffin, B. (2001). Exploratory Analysis of the Structure of Scores from the Multidimensional Scales of Perceived Self-Efficacy. Educational and Psychological Measurement, 61(3), 475-489.
Cordeiro, S., & Lobo, C. C. (2016). Self-efficacy and academic adaptation: Contributions to promote psychological adjustment. Human Frontier Science Program Journal, 10(1), 1-10.
Fife-Schaw, C. (2006). Levels of measurement. In G. M. Breakwell, S. Hammond, C. Fife-Schaw, & J. A. Smith (Eds.), Research methods in psychology (pp. 50-63). London: Sage.
García-Fernández, J. M., Inglés-Saura, C. J., Vicent, M., Gonzálvez, C., Martín, N. L., & Pérez-Sánchez, A. M. (2016). Relación entre autoeficacia y autoatribuciones académicas en estudiantes chilenos. Universitas Psychologica, 15(1), 79-88. https://doi.org/10.11144/Javeriana.upsy15-1.raaa
Gilson, K. M., Bryant, C., Bei, B., Komiti, A., Jackson, H., & Judd, F. (2013). Validation of the Drinking Motives Questionnaire (DMQ) in older adults. Addictive Behaviors, 38(5), 2196-2202. https://doi.org/10.1016/j.addbeh.2013.01.021
Howard, K., & Walsh, M. (2010). Conceptions of career choice and attainment: Developmental levels in how children think about careers. Journal of Vocational Behavior, 76(2), 143-152. https://doi.org/10.1016/j.jvb.2009.10.010
Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23. https://doi.org/10.1037/a0014694
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: The Guilford Press.
Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the lifespan. Journal of Counseling Psychology, 60(5), 557-568. https://doi.org/10.1037/a0033446
Lent, R. W., Ezeofor, I., Morrison, M. A., Penn, L. T., & Ireland, G. W. (2016). Applying the social cognitive model of career self-management to career exploration and decision-making. Journal of Vocational Behavior, 93, 47-57. https://doi.org/10.1016/j.jvb.2015.12.007
Lent, R. W., Hackett, G., & Brown, S. D. (2004). Una perspectiva social cognitiva de la transición entre la escuela y el trabajo. Evaluar, 4, 1-22.
Lopes, A. R., & Teixeira, M. O. (2012). Projetos de carreira, autoeficácia e sucesso escolar em ambiente multicultural. Revista Brasileira de Orientação Profissional, 13(1), 7-14.
Miller, J. W., Coombs, W. T., & Fuqua, D. R. (1999). An examination of psychometric properties of Bandura’s multidimensional scales of perceived self-efficacy. Measurement and Evaluation in Counseling and Development, 31(4), 186-196.
Oliveira, I. M. (2016). Construction and validation of the childhood career exploration inventory (Doctoral dissertation). School of Psychology, University of Minho, Portugal.
Oliveira, I. M., Taveira, M. C., Cadime, I., & Porfeli, E. J. (2016). Psychometric properties of a career exploratory outcome expectations measure. Journal of Career Assessment, 24(2), 380-396. https://doi.org/10.1177/1069072715580577
Oliveira, Í. M., do Céu Taveira, M., Cadime, I., & Porfeli, E. (2008). Children’s vocational development: A research rationale. The Career Development Quarterly, 57(1), 25-37. https://doi.org/10.1002/j.2161-0045.2008.tb00163.x
Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children’s perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17, 87-97. https://doi.org/10.1027//1015-5759.17.2.87
Pinto, J. C., Taveira, M. C., Candeias, A., & Araújo, A. M. (2013). Análise fatorial confirmatória da Prova de Avaliação de Competência Social Face à Carreira. Psicologia: Reflexão e Crítica, 26(3), 469-478. http://doi.org/10.1590/S0102-79722013000300006
Porfeli, E. J., Hartung, P. J., & Vondracek, F. W. (2008). Children’s vocational development: A research rationale. The Career Development Quarterly, 57(1), 25-37. http://doi.org/10.1002/j.2161-0045.2008.tb00163.x
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-35. https://doi.org/10.18637/jss.v048.i02
Savickas, M. L. (2002). Career construction: A developmental theory of vocational behavior. In D. Brown (Ed.), Career choice and development (pp. 149-205). San Francisco, CA: Jossey Bass.
Teixeira, M. O. (2008). A escala multidimensional de autoeficácia percebida: Um estudo exploratório numa amostra de estudantes do ensino superior. Revista Iberoamericana de Diagnóstico y Evaluación Psicologica, 25(1), 141-157.
Teixeira, M. O. (2009). Uma medida de autoeficácia percebida em contextos sociais e académicos. Psychologica, 51, 47-55.
Teixeira, M. O., & Carmo, A. M. (2004). Estudos com a versão portuguesa da Escala Multidimensional de Autoeficácia Percebida de Bandura (MSPSE). In C. Machado, L. Almeida, M. Gonçalves, & V. Ramalho (Eds.), Avaliação psicológica: Formas e contextos (pp. 198-203). Braga, Portugal: Psiquilibrios.
Turner, S. L., Trotter, M. J., Lapan, R. T., Czajka, K. A., Yang, P., & Brissett, A. E. (2006). Vocational skills and outcomes among native American adolescents: A test of the integrative contextual model of career development. The Career Development Quarterly, 54(3), 216-226. https://doi.org/10.1002/j.2161-0045.2006.tb00153.x
Watson, M., & McMahon, M. (2007). Children’s career development learning: A foundation for lifelong career development. In V. B. Skorikov, & W. Patton (Eds.), Career development in childhood and adolescence (pp. 29-45). Rotterdam, Netherlands: Sense Publishers.
Watson, M., Nota, L., & McMahon, M. (2015). Evolving stories of child career development. International Journal for Educational and Vocational Guidance, 15(2), 175-184. https://doi.org/10.1007/s10775-015-9306-6
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187-206. https://doi.org/10.1111/1467-8624.00273
Blunch, N. (2008). Introduction to structural equation modelling using SPSS and AMOS. Thousand Oaks, California: Sage Publications.
Carneiro, J., Taveira, M. C., Faria, L., & Candeias, A. (2015). Social competence and career development: validation of a scale with secondary students Universitas Psychologica, 14(3), 889-898. http://dx.doi.org/10.11144/Javeriana.upsy14-3.sccd
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. https://doi.org/10.1037/0022-0663.100.3.525
Chen, F. F., Sousa, K. H., & West, S. G. (2005). Teacher’s corner: Testing measurement invariance of second-order factor models. Structural Equation Modeling: A Multidisciplinary Journal, 12(3), 471-492. https://doi.org/10.1207/s15328007sem1203_7
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233-255. https://doi.org/10.1207/S15328007SEM0902_5
Choi, N., Fuqua, D., & Griffin, B. (2001). Exploratory Analysis of the Structure of Scores from the Multidimensional Scales of Perceived Self-Efficacy. Educational and Psychological Measurement, 61(3), 475-489.
Cordeiro, S., & Lobo, C. C. (2016). Self-efficacy and academic adaptation: Contributions to promote psychological adjustment. Human Frontier Science Program Journal, 10(1), 1-10.
Fife-Schaw, C. (2006). Levels of measurement. In G. M. Breakwell, S. Hammond, C. Fife-Schaw, & J. A. Smith (Eds.), Research methods in psychology (pp. 50-63). London: Sage.
García-Fernández, J. M., Inglés-Saura, C. J., Vicent, M., Gonzálvez, C., Martín, N. L., & Pérez-Sánchez, A. M. (2016). Relación entre autoeficacia y autoatribuciones académicas en estudiantes chilenos. Universitas Psychologica, 15(1), 79-88. https://doi.org/10.11144/Javeriana.upsy15-1.raaa
Gilson, K. M., Bryant, C., Bei, B., Komiti, A., Jackson, H., & Judd, F. (2013). Validation of the Drinking Motives Questionnaire (DMQ) in older adults. Addictive Behaviors, 38(5), 2196-2202. https://doi.org/10.1016/j.addbeh.2013.01.021
Howard, K., & Walsh, M. (2010). Conceptions of career choice and attainment: Developmental levels in how children think about careers. Journal of Vocational Behavior, 76(2), 143-152. https://doi.org/10.1016/j.jvb.2009.10.010
Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14(1), 6-23. https://doi.org/10.1037/a0014694
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: The Guilford Press.
Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the lifespan. Journal of Counseling Psychology, 60(5), 557-568. https://doi.org/10.1037/a0033446
Lent, R. W., Ezeofor, I., Morrison, M. A., Penn, L. T., & Ireland, G. W. (2016). Applying the social cognitive model of career self-management to career exploration and decision-making. Journal of Vocational Behavior, 93, 47-57. https://doi.org/10.1016/j.jvb.2015.12.007
Lent, R. W., Hackett, G., & Brown, S. D. (2004). Una perspectiva social cognitiva de la transición entre la escuela y el trabajo. Evaluar, 4, 1-22.
Lopes, A. R., & Teixeira, M. O. (2012). Projetos de carreira, autoeficácia e sucesso escolar em ambiente multicultural. Revista Brasileira de Orientação Profissional, 13(1), 7-14.
Miller, J. W., Coombs, W. T., & Fuqua, D. R. (1999). An examination of psychometric properties of Bandura’s multidimensional scales of perceived self-efficacy. Measurement and Evaluation in Counseling and Development, 31(4), 186-196.
Oliveira, I. M. (2016). Construction and validation of the childhood career exploration inventory (Doctoral dissertation). School of Psychology, University of Minho, Portugal.
Oliveira, I. M., Taveira, M. C., Cadime, I., & Porfeli, E. J. (2016). Psychometric properties of a career exploratory outcome expectations measure. Journal of Career Assessment, 24(2), 380-396. https://doi.org/10.1177/1069072715580577
Oliveira, Í. M., do Céu Taveira, M., Cadime, I., & Porfeli, E. (2008). Children’s vocational development: A research rationale. The Career Development Quarterly, 57(1), 25-37. https://doi.org/10.1002/j.2161-0045.2008.tb00163.x
Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children’s perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17, 87-97. https://doi.org/10.1027//1015-5759.17.2.87
Pinto, J. C., Taveira, M. C., Candeias, A., & Araújo, A. M. (2013). Análise fatorial confirmatória da Prova de Avaliação de Competência Social Face à Carreira. Psicologia: Reflexão e Crítica, 26(3), 469-478. http://doi.org/10.1590/S0102-79722013000300006
Porfeli, E. J., Hartung, P. J., & Vondracek, F. W. (2008). Children’s vocational development: A research rationale. The Career Development Quarterly, 57(1), 25-37. http://doi.org/10.1002/j.2161-0045.2008.tb00163.x
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-35. https://doi.org/10.18637/jss.v048.i02
Savickas, M. L. (2002). Career construction: A developmental theory of vocational behavior. In D. Brown (Ed.), Career choice and development (pp. 149-205). San Francisco, CA: Jossey Bass.
Teixeira, M. O. (2008). A escala multidimensional de autoeficácia percebida: Um estudo exploratório numa amostra de estudantes do ensino superior. Revista Iberoamericana de Diagnóstico y Evaluación Psicologica, 25(1), 141-157.
Teixeira, M. O. (2009). Uma medida de autoeficácia percebida em contextos sociais e académicos. Psychologica, 51, 47-55.
Teixeira, M. O., & Carmo, A. M. (2004). Estudos com a versão portuguesa da Escala Multidimensional de Autoeficácia Percebida de Bandura (MSPSE). In C. Machado, L. Almeida, M. Gonçalves, & V. Ramalho (Eds.), Avaliação psicológica: Formas e contextos (pp. 198-203). Braga, Portugal: Psiquilibrios.
Turner, S. L., Trotter, M. J., Lapan, R. T., Czajka, K. A., Yang, P., & Brissett, A. E. (2006). Vocational skills and outcomes among native American adolescents: A test of the integrative contextual model of career development. The Career Development Quarterly, 54(3), 216-226. https://doi.org/10.1002/j.2161-0045.2006.tb00153.x
Watson, M., & McMahon, M. (2007). Children’s career development learning: A foundation for lifelong career development. In V. B. Skorikov, & W. Patton (Eds.), Career development in childhood and adolescence (pp. 29-45). Rotterdam, Netherlands: Sense Publishers.
Watson, M., Nota, L., & McMahon, M. (2015). Evolving stories of child career development. International Journal for Educational and Vocational Guidance, 15(2), 175-184. https://doi.org/10.1007/s10775-015-9306-6
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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