Adaptación psicométrica de la Escala de Acción Planificada de Dedicación al estudio: de la versión retrospectiva a la prospectiva
Main Article Content
Abstract
Since few measuring instruments were found on the management of their own learning in university students, the objective was to adapt the Planned Action Scale of Dedication to Study (EAPDE, for its initials in Spanish), from a retrospective to a prospective version; i.e., that the items be written to evaluate the determination to study in the short term. A total of 279 psychology students from two universities in Trujillo and one in Lima (Peru), selected by non-probabilistic sampling. The confirmatory factor analysis was performed with the WLSMV estimation method using Mplus version 7 software. As for the results, the four-factor model has an acceptable fit (CFI = .957, RMSEA = .057 [CI90% .048, .066], WRMR = 1.050) as well as adequate reliability indicators (ω > .70). It was concluded that the EAPDE has adequate evidence of validity regarding its internal structure and reliability; however, further research is required.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
La RACC aplicará la licencia internacional de atribuciones comunes creativas (Reconocimiento 4.0 Internacional: https://creativecommons.org/licenses/by/4.0/).
Bajo esta licencia, se permite cualquier explotación de la obra, incluyendo la explotación con fines comerciales y la creación de obras derivadas, la distribución de las cuales también está permitida sin ninguna restricción. Esta licencia es una licencia libre según la Freedom Defined. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e., RACC). Esta licencia fue desarrollada para facilitar el acceso abierto, gratuito y libre a trabajos originales científicos y artísticos.
How to Cite
References
Abad, F. J., Olea, J., Ponsoda, V., & García, C. (2011). Medición en ciencias del comportamiento y de la salud. Síntesis.
Abd-El-Fattah, S. (2010). Garrison's Model of Self-Directed Learning: Preliminary Validation and Relationship to Academic Achievement. The Spanish Journal of Psychology, 13(2), 586-596. https://doi.org/10.1017/S1138741600002262
Ajzen, I. (1988). Attitudes, personality, and behavior. Open University Press.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the Theory of Planned Behavior. Journal of Applied Social Psychology, 32(4), 665-683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.x
Ajzen, I. (2005). Attitudes, personality and behavior (2da Ed.). Open University Press.
Ajzen, I. (2006). Constructing a Theory of Planned Behavior questionnaire. Measurement instrument database for the Social Science. Universidad de Massachusetts Amherst.
Ajzen, I. (2012). The theory of planned behavior. En P. A. M. Lange, A. W. Kluglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 438-459). Sage.
Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior & Emerging Technologies, 2(4), 314-324. https://doi.org/10.1002/hbe2.195
Ajzen, I., & Madden, T. J. (1986). Prediction of goal-directed behavior: The role of intention, perceived control, and prior behavior. Journal of Experimental Social Psychology, 22(5), 453-474. https://doi.org/10.1016/0022-1031(86)90045-4
American Psychological Association. (2021). Manual de Publicaciones de la American Psychological Association (4ª Ed. en español). Manual Moderno.
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511
Bruna, D., Pérez, M. V., Bustos, C., & Núñez, J. C. (2017). Propiedades psicométricas del Inventario de Procesos de Autorregulación del Aprendizaje en Estudiantes Universitarios Chilenos. Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica RIDEP, 2(44), 77-91. https://doi.org/10.21865/RIDEP44.2.07
Bustamante, L., Depetris, J., & Fernández, M. (2012). ¿Estudiar en la universidad? Nociones y creencias de los jóvenes adolescentes ingresantes acerca de la universidad y del estudio universitario. Hologramática, 2(17), 71-95. http://www.cienciared.com.ar/ra/usr/3/1407/hologramatica_n17v2pp71_95.pdf
Cerda, C., López, O., Osses, S., & Saiz, J. (2015). Análisis Psicométrico de la Escala de Aprendizaje de Autodirigido Basada en la Teoría de Aprendizaje Autodirigido de Garrison. Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica RIDEP, 39(1), 46-56. https://www.redalyc.org/pdf/4596/459645431005.pdf
Chávez-Ventura, G., Santa-Cruz, H., & Grimaldo, M. (2017). Acción planificada y rendimiento académico en estudiantes universitarios. Estudio retrospectivo. Revista Electrónica de Psicología Iztacala, 24(2), 1463-1487. https://www.revistas.unam.mx/index.php/repi/article/view/62813
Cooke, R., Dahdah, M., Norman, P., & French, D. (2014). How well does the theory of planned behaviour predict alcohol consumption? A systematic review and meta-analysis. Health Psychology Review, 10(2), 148-167. https://doi.org/10.1080/17437199.2014.947547
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
De Leeuw, A., Valois, P., Ajzen, I., & Schmidt, P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions. Journal of Environmental Psychology, 42, 128-138. https://doi.org/10.1016/j.jenvp.2015.03.005
De Miguel Díaz, M., Apocada Urquijo, P., Arias Blanco, J. M., Escudero Escorza, T., Rodriguez Espinar, S., & Vidal García, J. (2002). Evaluación del rendimiento en la enseñanza superior. Comparación de resultados entre alumnos procedentes de la LOGSE y del COU. Revista de Investigación Educativa, 20(2), 357-383. https://revistas.um.es/rie/article/view/98971
Dermott, M. S., Oliver, M., Simnadis, T., Beck, E. J., Coltman, T., Iverson, D., Caputi, P., & Sharma, S. (2015). The Theory of Planned Behaviour and dietary patterns: A systematic review and meta-analysis. Preventive Medicine, 81, 150-156. https://doi.org/10.1016/j.ypmed.2015.08.020
DiStefano, C., Liu, J., Jiang, N., & Shi, D. (2018). Examination of the weighted root mean square residual: Evidence for trustworthiness?. Structural Equation Modeling: A Multidisciplinary Journal, 25(3), 453-466. https://doi.org/10.1080/10705511.2017.1390394
Dominguez-Lara, S., Calderón-De la Cruz, G., Alarcón-Parco, D., & Navarro-Loli, J. (2017). Relación entre ansiedad ante exámenes y rendimiento en exámenes en universitarios: análisis preliminar de la diferencia según asignatura. Revista Digital de Investigación en Docencia Universitaria, RIDU, 11(1), 166-176. https://doi.org/10.19083/ridu.11.492
Dominguez-Lara, S., & Merino-Soto, C. (2018). Evaluación de las malas especificaciones en modelos de ecuaciones estructurales. Revista Argentina de Ciencias del Comportamiento, 10(2), 19-24. https://revistas.unc.edu.ar/index.php/racc/article/view/19595
Ducci, A. J., & Padilha, K. G. (2008). Nursing activities score: estudo comparativo da aplicaçao retrospectiva e prospectiva em unidade de terapia intensiva. Acta Paulista de Enfermagem, 21(4), 581-587. https://doi.org/10.1590/S0103-21002008000400008
Duche Pérez, A., Paredes Quispe, F., Gutiérrez Aguilar, O., & Carcausto Cortez, L. (2020). Transición secundaria-universidad y la adaptación a la vida universitaria. Revista de Ciencias Sociales, 26(3), 244-258. https://www.redalyc.org/journal/280/28063519018/
Elliott, M., Armitage, C., & Baughan, C. (2003). Drivers' compliance with speed limits: An application of the theory of planned behavior. Journal of Applied Psychology, 88(5), 964-972. https://doi.org/10.1037/0021-9010.88.5.964
Elvira-Valdés, M. A., & Pujol, L. (2012). Autorregulación y rendimiento académico en la transición secundaria-universidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 10(1), 367-378. https://www.redalyc.org/pdf/773/77323982022.pdf
Erazo-Santander, O. (2011). El rendimiento académico, un fenómeno de múltiples relaciones y complejidades. Revista Vanguardia Psicológica Clínica Teórica y Práctica, 2(2), 144-173. https://dialnet.unirioja.es/servlet/articulo?codigo=4815141
Ferrando, P., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en Psicología. Papeles del Psicólogo, 31(1), 18-33. https://www.redalyc.org/articulo.oa?id=77812441003
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Garrison, D. R. (1997). Self-directed learning: toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. https://doi.org/10.1177/074171369704800103
Gifford, R. (2014). Environmental psychology matters. Annual Review of Psychology, 65, 541-579. https://doi.org/10.1146/annurev-psych-010213-115048
Goh, E., Ritchie, B., & Wang, J. (2017). Non-compliance in national parks: An extension of the theory of planned behaviour model with pro-environmental values, Tourism Management, 59, 123-127. https://doi.org/10.1016/j.tourman.2016.07.004
Hair, J., Anderson, R., Tatham, R., & Black, W. (2007). Análisis multivariante (5ª Ed.). Pearson Educación.
Hu, L.-t, & Bentler, P. M. (1998). Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424-453. https://doi.org/10.1037/1082-989X.3.4.424
Hunsley, J., & Marsh, E. J. (2008). Developing criteria for evidence-based assessment: An introduction to assessment that work. En J. Hunsley & E. J. Marsh (Eds.) A guide to assessments that work (pp. 3-14). Oxford University Press. https://doi.org/10.1093/med:psych/9780195310641.001.0001
Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
Kienen, N., Sahão, F. T., Rocha, L. B., Ortolan, M. L. M., Soares, N. G., Michelato, S., & Prieto, T. (2017). Comportamentos pré-requisitos do “Estudar textos em contexto acadêmico”. Revista CES Psicología, 10(2), 28-49. https://doi.org/10.21615/cesp.10.2.3
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). The Guilford Press.
La Barbera, F., & Ajzen, I. (2020). Control Interactions in the Theory of Planned Behavior: Re-thinking the role of subjective norm. Europe’s Journal of Psychology, 16(3), 401-417. https://doi.org/10.5964/ejop.v16i3.2056
La Barbera, F., & Ajzen, I. (2021). Moderating role of perceived behavioral control in the theory of planned behavior: A preregistered study. Journal of Theoretical Social Psychology, 5(1), 35-45. https://doi.org/10.1002/jts5.83
Lake, W., Luke, H., & Boyd, W. (2020). Mismatch between student and university expectations of academic achievement: A negative outcome from well-intentioned student support or a driver for improved academic performance?. Journal of Perspectives in Applied Academic Practice, 8(2), 97-106. https://doi.org/10.14297/jpaap.v8i2.434
Liddelow, C., Mullan, B., & Novoradovskaya, E. (2020). Exploring Medication Adherence amongst Australian Adults Using an Extended Theory of Planned Behaviour. International Journal of Behavioral Medicine, 27, 389-399. https://doi.org/10.1007/s12529-020-09862-z
Lloret, D., Morell-Gomis, R., Laguía, A., & Moriano, J. (2018). Diseño y validación de una escala de intención de consumo de cannabis (CUIQ) para adolescentes. Adicciones, 30(1), 54-65. https://doi.org/10.20882/adicciones.865
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). Exploratory Item Factor Analysis: A practical guide revised and up-dated. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
Lourenço, A., & Paiva, M. (2015). Abordagens à aprendizagem: a dinâmica para o sucesso académico. Revista CES Psicología, 8(2), 47-75. https://revistas.ces.edu.co/index.php/psicologia/article/view/3122
Lwin, M., Malik, S., & Lau, J. (2020). Association between food availability and young people’s fruits and vegetables consumption: Understanding the mediation role of the theory of planned behaviour. Public Health Nutrition, 23(12), 2155-2164. https://doi.org/10.1017/S1368980019005263
Mardia, K. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530. https://doi.org/10.2307/2334770
McBride, M., Carter, L., & Phillips, B. (2020). Integrating the theory of planned behavior and behavioral attitudes to explore texting among young drivers in the US. International Journal of Information Management, 50, 365-374. https://doi.org/10.1016/j.ijinfomgt.2019.09.003
McCredie, M. N., & Kurtz, J. E. (2020). Prospective prediction of academic performance in college using self-and informant-rated personality traits. Journal of Research in Personality, 85, 103911. https://doi.org/10.1016/j.jrp.2019.103911
McDonald, R., & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82. https://doi.org/10.1037/1082-989X.7.1.64
Muthén, L. K., & Muthén, B. (1998-2015). Mplus User’s guide (7ma Ed.). Muthén & Muthén.
Núñez, J., Vallejo, G., Rosário, P., Tuero, E., & Valle, A. (2014). Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en Biología: análisis desde una perspectiva multinivel. Revista de Psicodidáctica, 19(1), 145-172. https://doi.org/10.1387/RevPsicodidact.7127
Osorio, F., & Londoño Roldán, J. C. (2015). Intenção empreendedora de estudantes de educação média: estendendo a teoria de comportamento planejado mediante o efeito exposição. Cuadernos de Administración, 28(51), 103-131. https://doi.org/10.11144/Javeriana.cao28-51.ieee
Pendergast, L. L., Von der Embse, N., Kilgus, S. P., & Eklund, K. R. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60, 65-82. https://doi.org/10.1016/j.jsp.2016.11.002
Peprah Opoku, M., Cuskelly, M., Pedersen, S., & Rayner, C. (2019). Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review. European Journal of Special Needs Education, 36(4), 577-592. https://doi.org/10.1080/08856257.2020.1779979
Pereira Lima, F., & Pereira Bastos, R. (2020). Understanding landowners’ intention to restore native areas: The role of ecosystem services. Ecosystem Services, 44, 101121. https://doi.org/10.1016/j.ecoser.2020.101121
Rabanal Oyarce, R., Huamán Muñoz, C. R., Murga Valderrama, N. L., & Chauca Valqui, P. (2020). Desarrollo de competencias personales y sociales para la inserción laboral de egresados universitarios. Revista de Ciencias Sociales, 26(2), 250-257. https://www.redalyc.org/journal/280/28063431020/html/
Ramírez Dorantes, M. C., Canto y Rodríguez, J. E., Bueno Álvarez, J. A., & Echazarreta Moreno, A. (2013). Validación psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos. Electronic Journal of Research in Educational Psychology, 11(1), 193-214. https://doi.org/10.25115/ejrep.v11i29.1563
Ries, F., & Sevillano, J. M. (2011). Relación de las emociones y la actividad física dentro de la teoría de la conducta planificada. Revista Internacional de Ciencias del Deporte, 7(24), 158-173. https://doi.org/10.5232/ricyde2011.02401
Rodríguez, M., & Ruiz, M. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica, 29(2), 205-227. https://www.redalyc.org/pdf/169/16929206.pdf
Rowe, R., Andrews, E., Harris, P., Armitage, C. J., McKenna, F. P., & Norman, P. (2016). Identifying beliefs underlying pre-drivers’ intentions to take risks: An application of the Theory of Planned Behaviour. Accident Analysis & Prevention, 89, 49-56. https://doi.org/10.1016/j.aap.2015.12.024
Ruiz Pérez, J. I., & Herrera Rojas, A. (2019). Adaptación psicométrica de la Escala de Factores Protectores (SPF-24) en una muestra de sujetos colombianos. Revista CES Psicología, 12(2), 1-11. https://doi.org/10.21615/cesp.12.2.1
Saris, W. E., Satorra, A., & van der Veld, W. M. (2009). Testing structural equation modeling or detection of misspecifications?. Structural Equation Modeling, 16(4), 561-582. https://doi.org/10.1080/10705510903203433
Satsios, N., & Hadjidakis, S. (2018). Applying the theory of planned behavior (TPB) in saving behaviour of Pomak households. International Journal of Financial Research, 9(2), 122-133. https://doi.org/10.5430/ijfr.v9n2p122
Tomczyk, S., Schomerus, G., Stolzenburg, S., & Scmidt, S. (2020). Ready, Willing and Able? An Investigation of the Theory of Planned Behaviour in Help-Seeking for a Community Sample with Current Untreated Depressive Symptoms. Prevention Science, 21, 749-760. https://doi.org/10.1007/s11121-020-01099-2
West, S. G., Taylor, A. B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. En R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp. 209-231). Guilford.
Zemore, S., & Ajzen, I. (2014). Predicting substance abuse treatment completion using a new scale based on the theory of planned behavior. Journal of Substance Abuse Treatment, 46(2), 174-182. https://doi.org/10.1016/j.jsat.2013.06.011