Equivalencia factorial de las versiones en español y portugués de un cuestionario de expectativas académicas

  1. Leandro S. Almeida
  2. Manuel Deaño
  3. Alexandra M. Araújo
  4. Antonio M. Diniz
  5. Alexandra R. Costa
  6. Angeles Conde
  7. Sonia Alfonso
Revista:
Revista Latinoamericana de Psicología

ISSN: 0120-0534

Ano de publicación: 2018

Volume: 50

Número: 1

Páxinas: 9-20

Tipo: Artigo

DOI: 10.14349/RLP.2018.V50.N1.2 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Revista Latinoamericana de Psicología

Resumo

Abstract We present the results of a study conducted with first-year students from the Euro-region of Galicia-North Portugal, with the aim of replicating the psychometric properties of the instrument as obtained from a prior version. Participants included 1268 first-year students with ages ranging from 17 to 52 years (Mdn = 18; 7.4% with ages above 23 years). Four-hundred and thirteen students are from the North Spanish region (Galicia, University of Minho) and 855 are from the North Portuguese region (Minho, University of Minho), and 58.1% of the students are women. Students are enrolled in scientific-technological courses (58.4%) and juridical-social studies. We administered the Academic Perceptions Questionnaire- Expectations (APQ-E), which is structured in seven dimensions: Training for career development, Personal and social development, Student mobility, Political engagement and citizenship, Social pressure, Training quality, and Social interaction. The invariance of the factorial model of the APQ-E was tested with LISREL 8.80, based on a bivariate latent model and maximum likelihood estimation, with Satorra and Bentler correction (1994). All items contributed to the representation of the factors, and the factors showed good validity and reliability for country and gender. Therefore, we obtained factorial invariance of the measurement model for country and gender. We present the final version of the common questionnaire for Portugal and Spain, and for women and men.

Referencias bibliográficas

  • Alfonso, S.,Deaño, M.,Conde, A.,Costa, A. R.,Araújo, A. M.,Almeida, L. S. (2013). Perfiles de expectativas académicas en alumnos españoles y portugueses de enseñanza superior. Revista Galego-Portuguesa de Psicoloxía e Educación. 21. 125
  • Almeida, L. S.,Araújo, A. M.,Martins, C. (2016). Transição e adaptação dos alunos do 1° ano: Variáveis intervenientes e medidas de atuação. Ser estudante no Ensino Superior: O caso dos estudantes do 1° ano. 146
  • Almeida, L. S.,Guisande, M. A.,Soares, A. P.,Saavedra, L. (2006). Acesso e sucesso no Ensino Superior em Portugal: Questões de género, origem sócio-cultural e percurso académico dos alunos. Psicologia: Reflexão e Crítica. 19. 507
  • Areces, D.,Rodríguez, L. J.,Suárez, J.,de la Roca, Y.,Cueli, M.. (2016). Information sources used by high school students in the college degree choice. Psicothema. 28. 253
  • Briggs, A. R.,Clark, J.,Hall, I. (2012). Building bridges: Understanding student transition to university. Quality in Higher Education. 18. 3-21
  • Byrne, B. M.,Shavelson, R. J.,Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin. 105. 456
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling. 14. 464-504
  • Cheung, G.W.,Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling. 9. 233
  • Deaño, M.,Alfonso, S.,Conde, A. (2015). ¿Qué aprende un alumno cuando aprende y qué debe aprender en la Universidad?. Trabajo presentado en el Seminario Ser estudante no Ensino Superior: O caso dos estudantes do 1° ano.
  • Deaño, M.,Diniz, A.,Almeida, L. S.,Alfonso, S.,Costa, A. R.,García-Señorán,Tellado, F. (2015). Propiedades psicométricas del Cuestionario de Percepciones Académicas para la evaluación de las expectativas de los estudiantes de primer año en Enseñanza Superior.. Anales de Psicología. 31. 964
  • Demir, M.,Orthel, H. (2011). Friendship, real-ideal discrepancies, and well-being: Gender differences in college students. The Journal of Psychology; Interdisciplinary and Applied. 145. 173
  • Díaz, J. A. (2007). Las relaciones transfronterizas Galicia-Región Norte de Portugal: Estrategias para la dinamización del potencial endógeno de la Eurorregión. Revista de Desarrollo Rural y Cooperativismo Agrario. 10. 291-308
  • Diniz, A. M.,Alfonso, S.,Araújo, A. M.,Deaño, M.,Costa, A. R.,Conde, Á.,Almeida, L. S. (2016). Gender differences in first-year College students' academic expectations.. Studies in Higher Education.
  • Fernandes, E.,Almeida, L. (2005). Expectativas e vivências académicas: Impacto no rendimento dos alunos do 1° ano. Psychologica. 40. 267
  • Fornell, C.,Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research. 18. 39-50
  • Hativa, N.,Birenbaum, M. (2000). Who prefers what? Disciplinary differences in students' preferred approaches to teaching and learning styles. Research in Higher Education. 41. 209
  • Hu, L. T.,Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling. 6. 1-55
  • Hu, S.,Wolniak, G. C. (2013). College student engagement and early career earnings: Differences by gender, race/ethnicity, and academic preparation. Review of Higher Education. 36. 211
  • (2017). Instituto Nacional de Estadística Indicadores de calidad de vida. INE. Madrid.
  • Jeanrie, C.,Bertrand, R. (1999). Translating tests with the International Test Commission Guidelines: Keeping validity in mind. European Journal of Psychological Assessment. 15. 277
  • Jöreskog, K. G.,Mustaky, I. (2001). Factor analysis of ordinal variables: A comparison of three approaches. Multivariate Behavioral Research. 36. 347
  • Jöreskog, K. G.,Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International. Chicago, IL.
  • Jöreskog, K. G.,Sörbom, D. (1996). PRELIS 2: User's reference guide. Scientific Software International. Chicago, IL.
  • Jöreskog, K. G.,Sörbom, D. (2006). LISREL 8.80 for Windows. Scientific Software International. Lincolnwood, IL.
  • Kuh, G. D.,Gonyea, R. M.,Williams, J. M. (2005). What students expect from college and what they get. Promoting reasonable expectations: Aligning student and institutional views of the college experience.
  • Kuh, G. D.,Pace, C. R. (1999). College Student Expectations Questionnaire. 2. Indiana University. Bloomington, IN.
  • Lillis, M. P. (2012). Faculty emotional intelligence and student-faculty interactions: implications for student retention. Journal of College Student Retention: Research, Theory & Practice. 13. 155
  • Martínez-López, Z.,Fernández, M. F. P.,Couñago, M. A. G.,Vacas, C. T.,Almeida, L. S.,González, M. S. R. (2014). Apoyo social en universitarios españoles de primer año: propriedades psicométricas del Social Support Questionnaire-Short Form y el Social Provisions Scale. Revista Latinoamericana de Psicología. 46. 160
  • Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika. 58. 525
  • Millsap, R. E.,Yun-Tein, J. (2004). Assessing factorial invariance in ordered-categorical measures. Multivariate Behavioral Research. 39. 479-515
  • (2015). Ministerio de Educación, Cultura y Deporte Datos y cifras del sistema universitario español. Curso 2014-2015.
  • Newman-Ford, L.,Lloyd, S.,Thomas, S. (2009). An investigation into the effects of gender, prior academic achievement, place of residence, age and attendance on first-year undergraduate attainment. Journal of Applied Research in Higher Education. 1. 13-28
  • Nunnally, J. C.,Bernstein, I. H. (1994). Psychometric theory. 3. McGraw-Hill. New York, NY.
  • (2016). OECD Panorama de la educación 2015: Indicadores de la OCDE. Fundación Santillana. Madrid, España.
  • Pleitz, J. D.,MacDougall, A. E.,Terry, R. A.,Buckley, M. R.,Campbell, N. J. (2015). Great expectations: Examining the discrepancy between expectations and experiences on college student retention. Journal of College Student Retention: Research, Theory & Practice. 17.
  • Sander, P.,Stevenson, K.,King, M.,Coates, D. (2000). University students' expectations of teaching. Studies in Higher Education. 25. 309
  • Satorra, A.,Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. Latent variables analysis: Applications for developmental research. 399-419
  • Satorra, A.,Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika. 66. 507
  • Sax, L.,Harper, C. E. (2007). Origins of the gender gap: Pre-college and college influences on differences between men and women. Research in Higher Education. 48. 669
  • Shadish, W. R.,Cook, T. D.,Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin. Boston, MA.
  • Tinto, V. (2010). From theory to action: Exploring the institutional conditions for student retention. Higher Education: Handbook of Theory and Research. 25. 51-90
  • Vandenberg, R. J.,Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods. 3. 4-69
Fonte de datos: Dialnet