Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales
Descripción del Articulo
This study proposed the design of three brief scales coherent with and contributing to the pedagogical perspective of schoolteachers, aiming to enhance self-regulated learning and psychological well-being of students. With the participation of teachers and other professionals who provided feedback t...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2024 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1885 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1885 |
| Nivel de acceso: | acceso abierto |
| Materia: | Psychometrics Behavioral incentives Student attitude Conditions of learning Psicometría Incentivos del comportamiento Actitud del alumno Condiciones de aprendizaje |
| id |
REVUSIL_c8f1d743077f232c3d3762ef944ba064 |
|---|---|
| oai_identifier_str |
oai:revistas.usil.edu.pe:article/1885 |
| network_acronym_str |
REVUSIL |
| network_name_str |
Revistas - Universidad San Ignacio de Loyola |
| repository_id_str |
. |
| dc.title.none.fl_str_mv |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales Motivación, tolerancia a la frustración y satisfacción en contexto escolar: tres escalas breves |
| title |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales |
| spellingShingle |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales Cuadros Jiménez, Olga Psychometrics Behavioral incentives Student attitude Conditions of learning Psicometría Incentivos del comportamiento Actitud del alumno Condiciones de aprendizaje |
| title_short |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales |
| title_full |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales |
| title_fullStr |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales |
| title_full_unstemmed |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales |
| title_sort |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short Scales |
| dc.creator.none.fl_str_mv |
Cuadros Jiménez, Olga Leal-Soto, Francisco |
| author |
Cuadros Jiménez, Olga |
| author_facet |
Cuadros Jiménez, Olga Leal-Soto, Francisco |
| author_role |
author |
| author2 |
Leal-Soto, Francisco |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Psychometrics Behavioral incentives Student attitude Conditions of learning Psicometría Incentivos del comportamiento Actitud del alumno Condiciones de aprendizaje |
| topic |
Psychometrics Behavioral incentives Student attitude Conditions of learning Psicometría Incentivos del comportamiento Actitud del alumno Condiciones de aprendizaje |
| description |
This study proposed the design of three brief scales coherent with and contributing to the pedagogical perspective of schoolteachers, aiming to enhance self-regulated learning and psychological well-being of students. With the participation of teachers and other professionals who provided feedback throughout the process, scales for school motivation (ME), frustration tolerance (TF), and school satisfaction (SE) were designed and validated among 1260 students from 7th to 12th grade (57.7% female, mean age M=14.9 years, SD=1.9) belonging to three educational institutions in northern Chile. Descriptive, correlational, reliability, and confirmatory factor analysis (CFA) measures obtained indicated adequate psychometric behavior in all scales. As a result of the validation process, the report indicates that the instruments meet psychometric criteria for application in the school context and contribute to identifying strengths and motivational, affective, and satisfaction needs of students, relevant to their processes of self-regulated learning and psychological well-being. |
| publishDate |
2024 |
| dc.date.none.fl_str_mv |
2024-06-02 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1885 10.20511/pyr2024.v12.1885 |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1885 |
| identifier_str_mv |
10.20511/pyr2024.v12.1885 |
| dc.language.none.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/view/1885/1870 https://revistas.usil.edu.pe/index.php/pyr/article/view/1885/1875 https://revistas.usil.edu.pe/index.php/pyr/article/view/1885/1879 /*ref*/Allaire, J. J. (2015). RStudio: Integrated development environment for R. The Journal of Wildlife Management. https://doi.org/10.1002/jwmg.232 /*ref*/Alonso-Tapia, J. (2005). Motivaciones, expectativas y valores-intereses relacionados con el aprendizaje: el cuestionario MEVA. Psicothema, 17(3), 404-411. https://www.redalyc.org/pdf/727/72717307.pdf /*ref*/Alonso-Tapia, J., Nieto, C., Merino-Tejedor, E., Huertas, J. A., & Ruiz, M. (2018). Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U). Studies in Psychology, 39(1), 20–57. https://doi.org/10.1080/02109395.2017.1412707 /*ref*/Archibald, L. M. D., Cardy, J. O., Ansari, D., Olino, T., & Joanisse, M. F. (2019). The consistency and cognitive predictors of children’s oral language, reading, and math learning profiles. Learning and Individual Differences, 70, 130–141. https://doi.org/10.1016/j.lindif.2019.02.003 /*ref*/Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing how emotion awareness influences students’ motivation, engagement, self-regulation and learning outcome. International Forum of Educational Technology & Society, 19(2), 87–103. https://www.jstor.org/stable/pdf/jeductechsoci.19.2.87.pdf /*ref*/Baker, J. A., & Maupin, A. N. (2009). School satisfaction and children’s positive school adjustment. Handbook of positive psychology in schools, 207-214. Routledge/Taylor & Francis Group. /*ref*/Barberá-Heredia, E. (2002). Modelos explicativos en Psicología de la Motivación. REME Revista Electrónica de Motivación y Emoción, 5(10). https://dialnet.unirioja.es/servlet/articulo?codigo=1024686 /*ref*/Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63. https://doi.org/10.1016/j.learninstruc.2017.07.006 /*ref*/Ben-Eliyahu, A. (2019). A situated perspective on self-regulated learning from a person-by-context perspective. High Ability Studies, 30(1–2), 199–236. https://doi.org/10.1080/13598139.2019.1568828 /*ref*/Bisquerra-Alzina, R. (2008). Regulación de la ira y prevención de la violencia. En R. Bisqueraa-Alzina (Ed.), Educación para la ciudadanía y convivencia, El enfoque de la Educación Emocional (pp. 143–155). Wolters Kluwer S.A. /*ref*/Bisquerra-Alzina, R., & Hernández-Paniello, S. (2017). Positive psychology, emotional education and the happy classrooms program. Papeles Del Psicólogo, 38(1), 58–65. https://doi.org/10.23923/pap.psicol2017.2822 /*ref*/Boekaerts, M. (2002). Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001. Learning and Instruction, 12(6), 589–604. https://doi.org/10.1016/S0959-4752(02)00010-5 /*ref*/Bong, M., Reeve, J., & Kim, S. I. (Eds.). (2023). Motivation science: Controversies and insights. Oxford University Press. /*ref*/Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford Press. /*ref*/Cervantes-Arreola, D., Valadez, M. D., Valdés-Cuervo, A., & Tánori, J. (2018). Diferencias en autoeficacia académica, bienestar psicológico y motivación al logro en estudiantes universitarios con alto y bajo desempeño académico. Psicología Desde El Caribe, 35(1), 7–17. https://doi.org/10.14482/psdc.33.2.7278 /*ref*/Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R., Sheldon, K., Soenens, B., Van Petegem, S. & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1 /*ref*/Collie, R. J., Granziera, H., & Martin, A. J. (2019). Teachers’ motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes. Teaching and Teacher Education, 86, 1–13. https://doi.org/10.1016/j.tate.2019.07.002 /*ref*/De Corte, E. (2015). Aprendizaje constructivo, autorregulado, situado y colaborativo: un acercamiento a la adquisición de la competencia adaptativa (matemática). Páginas de Educación, 8(2), 1–32. http://www.scielo.edu.uy/scielo.php?pid=S1688-74682015000200001&script=sci_arttext /*ref*/De Smul, M., Heirweg, S., Devos, G., & Van Keer, H. (2019). School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education. Research Papers in Education, 34(6), 701–724. https://doi.org/10.1080/02671522.2018.1536888 /*ref*/Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, 68(4), 497–515. https://doi.org/10.1080/00131911.2016.1144559 /*ref*/Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412. https://doi.org/10.1111/bjop.12046 /*ref*/Enders, C. K. (2004). The impact of missing data on sample reliability estimates: Implications for reliability reporting practices. Educational and Psychological Measurement, 64(3), 419–436. https://doi.org/10.1177/0013164403261050 /*ref*/Fitzsimons, G. M., & Finkel, E. J. (2010). Interpersonal Influences on Self-Regulation. Current Directions in Psychological Science, 19(2), 101–105. https://doi.org/10.1177/0963721410364499 /*ref*/Fitzsimons, G. M., Finkel, E. J., & vanDellen, M. R. (2015). Transactive goal dynamics. Psychological Review. 122(4), 648-673. https://doi.org/10.1037/a0039654 /*ref*/Fonteyne, L., Duyck, W., & De Fruyt, F. (2017). Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34–48. https://doi.org/10.1016/j.lindif.2017.05.003 /*ref*/Gallardo, I., & Moyano, E. (2012). Análisis psicométrico de las escalas Ryff (versión española) en una muestra de adolescentes chilenos. Universitas Psychologica, 11(3), 931–939. https://www.redalyc.org/html/647/64724634021/ /*ref*/García, I., & Bustos, R. B. (2021). La autorregulación del aprendizaje en tiempos de pandemia: una alternativa viable en el marco de los procesos educativos actuales. Diálogos sobre educación. Temas actuales en investigación educativa, 12(22). 1-27. https://doi.org/10.32870/dse.v0i22.914 /*ref*/García-Peñalvo, F. J., Hernández-García, Á., Conde, M. A., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., Alier-Forment, M., Llorens-Largo, F. & Iglesias-Pradas, S. (2016). Enhancing education for the knowledge society era with learning ecosystems. En F. García-Peñalvo & A. García-Holgado (Eds.). Open Source Solutions for Knowledge Management and Technological Ecosystems. (pp. 1-24). IGI Global, https://doi.org/10.4018/978-1-5225-0905-9.ch001 /*ref*/Gil-Velázquez, C. L. (2020). Los paradigmas en la educación: El aprendizaje cognitivo. Uno Sapiens Boletín Científico De La Escuela Preparatoria. 1, 2(4), 19-22. https://repository.uaeh.edu.mx/revistas/index.php/prepa1/article/view/5123 /*ref*/Hanushek, E. A., & Woessmann, L. (2017). School Resources and Student Achievement: A Review of Cross-Country Economic Research. En M. Rosén, K. Yang-Hansen, & U. Wolff (Eds.), Cognitive Abilities and Educational Outcomes (pp. 149–171). Springer. https://doi.org/10.1007/978-3-319-43473-5_8 /*ref*/Heritage, M. (2016). Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction. En D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation 4, (pp. 327–343). Springer. https://doi.org/10.1007/978-3-319-39211-0_19 /*ref*/Hill, H. C., & Chin, M. (2018). Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes. American Educational Research Journal, 55(5), 1076–1112. https://doi.org/10.3102/0002831218769614 /*ref*/Horvath, P. (2018). The relationship of psychological construals with well-being. New Ideas in Psychology, 51, 15–20. https://doi.org/10.1016/j.newideapsych.2018.04.008 /*ref*/International Business Machines Corporation (IBM). (2013). IBM SPSS Statistics 22 Command Syntax Reference. https://www.sussex.ac.uk/its/pdfs/SPSS_Statistics_Command_Syntax_Reference_22.pdf /*ref*/Junta Nacional de Auxilio Escolar y Becas (JUNAEB) (2019). Índice Vulnerabilidad estudiantil Prioridades 2019 con IVE SINAE básica, media y comunal. Ministerio de Educación, Gobierno de Chile. https://www.junaeb.cl/ive/ /*ref*/Karpov, A. O. (2017). Education for Knowledge Society: Learning and Scientific Innovation Environment. Journal of Social Studies Education Research, 8(3), 201–214. https://jsser.org/index.php/jsser/article/view/211 /*ref*/Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Journal of Contemporary Educational Psychology, 58,163-174. https://doi.org/10.1016/j.cedpsych.2019.03.006 /*ref*/Kim, C., & Pekrun, R. (2014). Emotions and Motivation in Learning and Performance. En: J. Spector, M. Merrill, J. Elen, & M. Bishop (eds) Handbook of Research on Educational Communications and Technology. Springer. https://doi.org/10.1007/978-1-4614-3185-5_6 /*ref*/Leal-Soto, F., Cuadros, O., Ortiz-Iñiguez, N. & Zenteno-Osorio, S. (2022). Validación de un instrumento para evaluar experiencias escolares positivas y negativas desde una perspectiva del bienestar. Revista de Diagnóstico y Evaluación – e Avaliação Psicológica, 63(2), 147-162 https://www.aidep.org/sites/default/files/2022-04/RIDEP63-Art11.pdf /*ref*/Lega-Ruiz, A., & Higuera-Sarmiento, S. (2019). Evaluación de habilidades no cognitivas en educación. Tesis para optar al título de Magíster en Educación. Facultad de Educación. Vicerrectoría de la Universidad Abierta y a Distancia. Universidad Santo Tomás, Bogotá. https://repository.usta.edu.co/bitstream/handle/11634/17201/2019sandrahiguera.pdf?sequence=5&isAllowed=y /*ref*/Leighton, J. P. (2020). Cognitive Diagnosis is not enough: The challenge of measuring learning with classroom assessments. En: S. M. Brookhart & J. H. McMillan (Eds.) Classroom Assessment and Educational Measurement. Routledge. pp. 27-45. /*ref*/Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46(3), 158–172. https://doi.org/10.1177/074171369604600303 /*ref*/Ning, H. K., & Downing, K. (2012). Influence of student learning experience on academic performance: The mediator and moderator effects of self-regulation and motivation. British Educational Research Journal, 38(2), 219–237. https://doi.org/10.1080/01411926.2010.538468 /*ref*/Orkibi, H., & Ronen, T. (2017). Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being. Frontiers in Psychology, 8(936), 1–10. https://doi.org/10.3389/fpsyg.2017.00936 /*ref*/Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology. 8(422), 1-28. https://doi.org/10.3389/fpsyg.2017.00422 /*ref*/Pecher, D. (2018). Curb Your Embodiment. Topics in Cognitive Science, 10(3), 501–517. https://doi.org/10.1111/tops.12311 /*ref*/Pianta, R. C. (2016). Teacher–student interactions: Measurement, impacts, improvement, and policy. Policy insights from the behavioral and brain sciences, 3(1), 98-105. https://doi.org/10.1177/2372732215622457 /*ref*/Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. En M. Boekaerts, M. Zeidner, & P. R Pintrich (Eds.), Handbook of Self-Regulation (1a ed.), pp. 451–529). Academic Press. https://doi.org/10.1016/B978-0-12-109890-2.X5027-6 /*ref*/Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33 /*ref*/Ryff, C. D., & Keyes, C. L. M. (1995). The Structure of Psychological Well-Being Revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719 /*ref*/Rodríguez-Garcés, C., Padilla-Fuentes, G., & Gallegos, M. (2020). Calidad educativa, apoyo docente y familiar percibido: la tridimensionalidad de la satisfacción escolar en niños y adolescentes. Cuadernos de Investigación Educativa, 11(2), 157-173. https://doi.org/10.18861/cied.2020.11.2.2995 /*ref*/Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, stress & coping, 23(1), 53-70. https://doi.org/10.1080/10615800802609965 /*ref*/Sánchez-Escudero, J. P., Medina-Gómez, C., & Gómez-Toro, Y. (2019). Destrezas académicas y velocidad de procesamiento. Modelos predictivos del rendimiento escolar en básica primaria. Psychologia: Avances de La Disciplina, 13(1), 25–39. https://doi.org/10.21500/19002386.3754 /*ref*/Schlomer, G. L., Bauman, S., & Card, N. A. (2005). Best Practices for Missing Data Management in Counseling Psychology. Journal of Counseling Psychology Association, 57(1), 1–10. https://doi.org/10.1037/a0018082.supp /*ref*/Tardif, J. (1992). Por una enseñanza estratégica: La aportación de la psicología cognitiva. Éditions Logiques. http://www.laclassedelucie.com/?page_id=73 /*ref*/Taylor, E. W. (2017). Transformative Learning Theory. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative Learning Meets Bildung. An International Exchange. 21, (pp. 17–29). Brill Sense. https://brill.com/view/book/edcoll/9789463007979/BP000003.xml /*ref*/Taylor, E. W., & Cranton, P. (2013). ¿A theory in progress? European Journal for Research on the Education and Learning of Adults, 4(1), 33–47. https://doi.org/10.3384/rela.2000-7426.rela5000 /*ref*/Trías, D. (2017). Autorregulación en el aprendizaje, análisis de su desarrollo en distintos contextos socioeducativos. Tesis para optar al grado de Doctor en Psicología. Facultad de Psicología (p. 1-328). Universidad Autónoma de Madrid. https://repositorio.uam.es/bitstream/handle/10486/683522/trias_seferian_gregorio_daniel.pdf?sequence=1 /*ref*/van Dierendonck, D. (2004). The construct validity of Ryff’s Scales of Psychological Well-being and its extension with spiritual well-being. Personality and Individual Differences. 36(3), 629-643. https://doi.org/10.1016/S0191-8869(03)00122-3 /*ref*/Visentin, M. (2017). Learning to Learn. Italian Journal of Sociology of Education, 9(1), 209–218. https://doi.org/10.14658/pupj-ijse-2017-1-11 /*ref*/Vittadini, G., Sturaro, C., & Folloni, G. (2022). Non-Cognitive Skills and Cognitive Skills to measure school efficiency. Socio-Economic Planning Sciences, 81, 101058. https://doi.org/10.1016/j.seps.2021.101058 /*ref*/Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology. 88(1), 9-20. https://doi.org/10.1111/bjep.12173 /*ref*/Yu, M., Wang, H., & Xia, G. (2022). The review on the role of ambiguity of tolerance and resilience on students’ engagement. Frontiers in Psychology, 12, 828894. https://doi.org/10.3389/fpsyg.2021.828894 |
| dc.rights.none.fl_str_mv |
Derechos de autor 2024 Propósitos y Representaciones https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Derechos de autor 2024 Propósitos y Representaciones https://creativecommons.org/licenses/by-nc-nd/4.0 |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf application/pdf text/xml |
| dc.publisher.none.fl_str_mv |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| publisher.none.fl_str_mv |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| dc.source.none.fl_str_mv |
Propósitos y Representaciones. Journal of Educational Psychology; Vol. 12 (2024): January - December; e1885 Propósitos y Representaciones; ##issue.vol## 12 (2024): Enero - Diciembre ; e1885 Propósitos y Representaciones; Vol. 12 (2024): Enero - Diciembre ; e1885 2310-4635 2307-7999 10.20511/pyr2024.v12 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
| instname_str |
Universidad San Ignacio de Loyola |
| instacron_str |
USIL |
| institution |
USIL |
| reponame_str |
Revistas - Universidad San Ignacio de Loyola |
| collection |
Revistas - Universidad San Ignacio de Loyola |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1842166015453036544 |
| spelling |
Motivation, Frustration Tolerance and Satisfaction Scales in School Context: Three Short ScalesMotivación, tolerancia a la frustración y satisfacción en contexto escolar: tres escalas brevesCuadros Jiménez, Olga Leal-Soto, FranciscoPsychometricsBehavioral incentivesStudent attitudeConditions of learningPsicometríaIncentivos del comportamientoActitud del alumnoCondiciones de aprendizajeThis study proposed the design of three brief scales coherent with and contributing to the pedagogical perspective of schoolteachers, aiming to enhance self-regulated learning and psychological well-being of students. With the participation of teachers and other professionals who provided feedback throughout the process, scales for school motivation (ME), frustration tolerance (TF), and school satisfaction (SE) were designed and validated among 1260 students from 7th to 12th grade (57.7% female, mean age M=14.9 years, SD=1.9) belonging to three educational institutions in northern Chile. Descriptive, correlational, reliability, and confirmatory factor analysis (CFA) measures obtained indicated adequate psychometric behavior in all scales. As a result of the validation process, the report indicates that the instruments meet psychometric criteria for application in the school context and contribute to identifying strengths and motivational, affective, and satisfaction needs of students, relevant to their processes of self-regulated learning and psychological well-being.Este estudio propuso el diseño de tres escalas breves coherentes con y aportadoras a la perspectiva pedagógica de profesores escolares, para la mejora del aprendizaje autorregulado y el bienestar psicológico estudiantil. Con participación de docentes y otros profesionales que retroalimentaron el proceso, se diseñaron escalas de motivación escolar (ME), tolerancia a la frustración (TF) y satisfacción escolar (SE), luego validadas en 1260 estudiantes de 7° a 12° grado, (57.7% mujeres, edad M= 14.9 años, DS=1.9) pertenecientes a tres establecimientos educacionales del norte de Chile. Las medidas descriptivas, correlacionales, de confiabilidad, y del análisis factorial confirmatorio (AFC) obtenidas indicaron un comportamiento psicométrico adecuado en todas las escalas. Como resultado del proceso de validación, se reporta que los instrumentos cumplen criterios psicométricos para ser aplicados en contexto escolar, y aportar en la identificación de fortalezas y necesidades motivacionales, afectivas y de satisfacción en los estudiantes, relevantes para sus procesos de aprendizaje autorregulado y su bienestar psicológico.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2024-06-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/188510.20511/pyr2024.v12.1885Propósitos y Representaciones. Journal of Educational Psychology; Vol. 12 (2024): January - December; e1885Propósitos y Representaciones; ##issue.vol## 12 (2024): Enero - Diciembre ; e1885Propósitos y Representaciones; Vol. 12 (2024): Enero - Diciembre ; e18852310-46352307-799910.20511/pyr2024.v12reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/1885/1870https://revistas.usil.edu.pe/index.php/pyr/article/view/1885/1875https://revistas.usil.edu.pe/index.php/pyr/article/view/1885/1879/*ref*/Allaire, J. J. (2015). RStudio: Integrated development environment for R. The Journal of Wildlife Management. https://doi.org/10.1002/jwmg.232/*ref*/Alonso-Tapia, J. (2005). Motivaciones, expectativas y valores-intereses relacionados con el aprendizaje: el cuestionario MEVA. Psicothema, 17(3), 404-411. https://www.redalyc.org/pdf/727/72717307.pdf/*ref*/Alonso-Tapia, J., Nieto, C., Merino-Tejedor, E., Huertas, J. A., & Ruiz, M. (2018). Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U). Studies in Psychology, 39(1), 20–57. https://doi.org/10.1080/02109395.2017.1412707/*ref*/Archibald, L. M. D., Cardy, J. O., Ansari, D., Olino, T., & Joanisse, M. F. (2019). The consistency and cognitive predictors of children’s oral language, reading, and math learning profiles. Learning and Individual Differences, 70, 130–141. https://doi.org/10.1016/j.lindif.2019.02.003/*ref*/Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing how emotion awareness influences students’ motivation, engagement, self-regulation and learning outcome. International Forum of Educational Technology & Society, 19(2), 87–103. https://www.jstor.org/stable/pdf/jeductechsoci.19.2.87.pdf/*ref*/Baker, J. A., & Maupin, A. N. (2009). School satisfaction and children’s positive school adjustment. Handbook of positive psychology in schools, 207-214. Routledge/Taylor & Francis Group./*ref*/Barberá-Heredia, E. (2002). Modelos explicativos en Psicología de la Motivación. REME Revista Electrónica de Motivación y Emoción, 5(10). https://dialnet.unirioja.es/servlet/articulo?codigo=1024686/*ref*/Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63. https://doi.org/10.1016/j.learninstruc.2017.07.006/*ref*/Ben-Eliyahu, A. (2019). A situated perspective on self-regulated learning from a person-by-context perspective. High Ability Studies, 30(1–2), 199–236. https://doi.org/10.1080/13598139.2019.1568828/*ref*/Bisquerra-Alzina, R. (2008). Regulación de la ira y prevención de la violencia. En R. Bisqueraa-Alzina (Ed.), Educación para la ciudadanía y convivencia, El enfoque de la Educación Emocional (pp. 143–155). Wolters Kluwer S.A./*ref*/Bisquerra-Alzina, R., & Hernández-Paniello, S. (2017). Positive psychology, emotional education and the happy classrooms program. Papeles Del Psicólogo, 38(1), 58–65. https://doi.org/10.23923/pap.psicol2017.2822/*ref*/Boekaerts, M. (2002). Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001. Learning and Instruction, 12(6), 589–604. https://doi.org/10.1016/S0959-4752(02)00010-5/*ref*/Bong, M., Reeve, J., & Kim, S. I. (Eds.). (2023). Motivation science: Controversies and insights. Oxford University Press./*ref*/Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford Press./*ref*/Cervantes-Arreola, D., Valadez, M. D., Valdés-Cuervo, A., & Tánori, J. (2018). Diferencias en autoeficacia académica, bienestar psicológico y motivación al logro en estudiantes universitarios con alto y bajo desempeño académico. Psicología Desde El Caribe, 35(1), 7–17. https://doi.org/10.14482/psdc.33.2.7278/*ref*/Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R., Sheldon, K., Soenens, B., Van Petegem, S. & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1/*ref*/Collie, R. J., Granziera, H., & Martin, A. J. (2019). Teachers’ motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes. Teaching and Teacher Education, 86, 1–13. https://doi.org/10.1016/j.tate.2019.07.002/*ref*/De Corte, E. (2015). Aprendizaje constructivo, autorregulado, situado y colaborativo: un acercamiento a la adquisición de la competencia adaptativa (matemática). Páginas de Educación, 8(2), 1–32. http://www.scielo.edu.uy/scielo.php?pid=S1688-74682015000200001&script=sci_arttext/*ref*/De Smul, M., Heirweg, S., Devos, G., & Van Keer, H. (2019). School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education. Research Papers in Education, 34(6), 701–724. https://doi.org/10.1080/02671522.2018.1536888/*ref*/Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, 68(4), 497–515. https://doi.org/10.1080/00131911.2016.1144559/*ref*/Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412. https://doi.org/10.1111/bjop.12046/*ref*/Enders, C. K. (2004). The impact of missing data on sample reliability estimates: Implications for reliability reporting practices. Educational and Psychological Measurement, 64(3), 419–436. https://doi.org/10.1177/0013164403261050/*ref*/Fitzsimons, G. M., & Finkel, E. J. (2010). Interpersonal Influences on Self-Regulation. Current Directions in Psychological Science, 19(2), 101–105. https://doi.org/10.1177/0963721410364499/*ref*/Fitzsimons, G. M., Finkel, E. J., & vanDellen, M. R. (2015). Transactive goal dynamics. Psychological Review. 122(4), 648-673. https://doi.org/10.1037/a0039654/*ref*/Fonteyne, L., Duyck, W., & De Fruyt, F. (2017). Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34–48. https://doi.org/10.1016/j.lindif.2017.05.003/*ref*/Gallardo, I., & Moyano, E. (2012). Análisis psicométrico de las escalas Ryff (versión española) en una muestra de adolescentes chilenos. Universitas Psychologica, 11(3), 931–939. https://www.redalyc.org/html/647/64724634021//*ref*/García, I., & Bustos, R. B. (2021). La autorregulación del aprendizaje en tiempos de pandemia: una alternativa viable en el marco de los procesos educativos actuales. Diálogos sobre educación. Temas actuales en investigación educativa, 12(22). 1-27. https://doi.org/10.32870/dse.v0i22.914/*ref*/García-Peñalvo, F. J., Hernández-García, Á., Conde, M. A., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., Alier-Forment, M., Llorens-Largo, F. & Iglesias-Pradas, S. (2016). Enhancing education for the knowledge society era with learning ecosystems. En F. García-Peñalvo & A. García-Holgado (Eds.). Open Source Solutions for Knowledge Management and Technological Ecosystems. (pp. 1-24). IGI Global, https://doi.org/10.4018/978-1-5225-0905-9.ch001/*ref*/Gil-Velázquez, C. L. (2020). Los paradigmas en la educación: El aprendizaje cognitivo. Uno Sapiens Boletín Científico De La Escuela Preparatoria. 1, 2(4), 19-22. https://repository.uaeh.edu.mx/revistas/index.php/prepa1/article/view/5123/*ref*/Hanushek, E. A., & Woessmann, L. (2017). School Resources and Student Achievement: A Review of Cross-Country Economic Research. En M. Rosén, K. Yang-Hansen, & U. Wolff (Eds.), Cognitive Abilities and Educational Outcomes (pp. 149–171). Springer. https://doi.org/10.1007/978-3-319-43473-5_8/*ref*/Heritage, M. (2016). Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction. En D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation 4, (pp. 327–343). Springer. https://doi.org/10.1007/978-3-319-39211-0_19/*ref*/Hill, H. C., & Chin, M. (2018). Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes. American Educational Research Journal, 55(5), 1076–1112. https://doi.org/10.3102/0002831218769614/*ref*/Horvath, P. (2018). The relationship of psychological construals with well-being. New Ideas in Psychology, 51, 15–20. https://doi.org/10.1016/j.newideapsych.2018.04.008/*ref*/International Business Machines Corporation (IBM). (2013). IBM SPSS Statistics 22 Command Syntax Reference. https://www.sussex.ac.uk/its/pdfs/SPSS_Statistics_Command_Syntax_Reference_22.pdf/*ref*/Junta Nacional de Auxilio Escolar y Becas (JUNAEB) (2019). Índice Vulnerabilidad estudiantil Prioridades 2019 con IVE SINAE básica, media y comunal. Ministerio de Educación, Gobierno de Chile. https://www.junaeb.cl/ive//*ref*/Karpov, A. O. (2017). Education for Knowledge Society: Learning and Scientific Innovation Environment. Journal of Social Studies Education Research, 8(3), 201–214. https://jsser.org/index.php/jsser/article/view/211/*ref*/Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Journal of Contemporary Educational Psychology, 58,163-174. https://doi.org/10.1016/j.cedpsych.2019.03.006/*ref*/Kim, C., & Pekrun, R. (2014). Emotions and Motivation in Learning and Performance. En: J. Spector, M. Merrill, J. Elen, & M. Bishop (eds) Handbook of Research on Educational Communications and Technology. Springer. https://doi.org/10.1007/978-1-4614-3185-5_6/*ref*/Leal-Soto, F., Cuadros, O., Ortiz-Iñiguez, N. & Zenteno-Osorio, S. (2022). Validación de un instrumento para evaluar experiencias escolares positivas y negativas desde una perspectiva del bienestar. Revista de Diagnóstico y Evaluación – e Avaliação Psicológica, 63(2), 147-162 https://www.aidep.org/sites/default/files/2022-04/RIDEP63-Art11.pdf/*ref*/Lega-Ruiz, A., & Higuera-Sarmiento, S. (2019). Evaluación de habilidades no cognitivas en educación. Tesis para optar al título de Magíster en Educación. Facultad de Educación. Vicerrectoría de la Universidad Abierta y a Distancia. Universidad Santo Tomás, Bogotá. https://repository.usta.edu.co/bitstream/handle/11634/17201/2019sandrahiguera.pdf?sequence=5&isAllowed=y/*ref*/Leighton, J. P. (2020). Cognitive Diagnosis is not enough: The challenge of measuring learning with classroom assessments. En: S. M. Brookhart & J. H. McMillan (Eds.) Classroom Assessment and Educational Measurement. Routledge. pp. 27-45./*ref*/Mezirow, J. (1996). Contemporary Paradigms of Learning. Adult Education Quarterly, 46(3), 158–172. https://doi.org/10.1177/074171369604600303/*ref*/Ning, H. K., & Downing, K. (2012). Influence of student learning experience on academic performance: The mediator and moderator effects of self-regulation and motivation. British Educational Research Journal, 38(2), 219–237. https://doi.org/10.1080/01411926.2010.538468/*ref*/Orkibi, H., & Ronen, T. (2017). Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being. Frontiers in Psychology, 8(936), 1–10. https://doi.org/10.3389/fpsyg.2017.00936/*ref*/Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology. 8(422), 1-28. https://doi.org/10.3389/fpsyg.2017.00422/*ref*/Pecher, D. (2018). Curb Your Embodiment. Topics in Cognitive Science, 10(3), 501–517. https://doi.org/10.1111/tops.12311/*ref*/Pianta, R. C. (2016). Teacher–student interactions: Measurement, impacts, improvement, and policy. Policy insights from the behavioral and brain sciences, 3(1), 98-105. https://doi.org/10.1177/2372732215622457/*ref*/Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. En M. Boekaerts, M. Zeidner, & P. R Pintrich (Eds.), Handbook of Self-Regulation (1a ed.), pp. 451–529). Academic Press. https://doi.org/10.1016/B978-0-12-109890-2.X5027-6/*ref*/Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33/*ref*/Ryff, C. D., & Keyes, C. L. M. (1995). The Structure of Psychological Well-Being Revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719/*ref*/Rodríguez-Garcés, C., Padilla-Fuentes, G., & Gallegos, M. (2020). Calidad educativa, apoyo docente y familiar percibido: la tridimensionalidad de la satisfacción escolar en niños y adolescentes. Cuadernos de Investigación Educativa, 11(2), 157-173. https://doi.org/10.18861/cied.2020.11.2.2995/*ref*/Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, stress & coping, 23(1), 53-70. https://doi.org/10.1080/10615800802609965/*ref*/Sánchez-Escudero, J. P., Medina-Gómez, C., & Gómez-Toro, Y. (2019). Destrezas académicas y velocidad de procesamiento. Modelos predictivos del rendimiento escolar en básica primaria. Psychologia: Avances de La Disciplina, 13(1), 25–39. https://doi.org/10.21500/19002386.3754/*ref*/Schlomer, G. L., Bauman, S., & Card, N. A. (2005). Best Practices for Missing Data Management in Counseling Psychology. Journal of Counseling Psychology Association, 57(1), 1–10. https://doi.org/10.1037/a0018082.supp/*ref*/Tardif, J. (1992). Por una enseñanza estratégica: La aportación de la psicología cognitiva. Éditions Logiques. http://www.laclassedelucie.com/?page_id=73/*ref*/Taylor, E. W. (2017). Transformative Learning Theory. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative Learning Meets Bildung. An International Exchange. 21, (pp. 17–29). Brill Sense. https://brill.com/view/book/edcoll/9789463007979/BP000003.xml/*ref*/Taylor, E. W., & Cranton, P. (2013). ¿A theory in progress? European Journal for Research on the Education and Learning of Adults, 4(1), 33–47. https://doi.org/10.3384/rela.2000-7426.rela5000/*ref*/Trías, D. (2017). Autorregulación en el aprendizaje, análisis de su desarrollo en distintos contextos socioeducativos. Tesis para optar al grado de Doctor en Psicología. Facultad de Psicología (p. 1-328). Universidad Autónoma de Madrid. https://repositorio.uam.es/bitstream/handle/10486/683522/trias_seferian_gregorio_daniel.pdf?sequence=1/*ref*/van Dierendonck, D. (2004). The construct validity of Ryff’s Scales of Psychological Well-being and its extension with spiritual well-being. Personality and Individual Differences. 36(3), 629-643. https://doi.org/10.1016/S0191-8869(03)00122-3/*ref*/Visentin, M. (2017). Learning to Learn. Italian Journal of Sociology of Education, 9(1), 209–218. https://doi.org/10.14658/pupj-ijse-2017-1-11/*ref*/Vittadini, G., Sturaro, C., & Folloni, G. (2022). Non-Cognitive Skills and Cognitive Skills to measure school efficiency. Socio-Economic Planning Sciences, 81, 101058. https://doi.org/10.1016/j.seps.2021.101058/*ref*/Winne, P. H. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology. 88(1), 9-20. https://doi.org/10.1111/bjep.12173/*ref*/Yu, M., Wang, H., & Xia, G. (2022). The review on the role of ambiguity of tolerance and resilience on students’ engagement. Frontiers in Psychology, 12, 828894. https://doi.org/10.3389/fpsyg.2021.828894Derechos de autor 2024 Propósitos y Representacioneshttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/18852025-08-29T16:53:02Z |
| score |
13.968331 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
