The Sense of Capability Scale Adaptation in Peruvian Students
DOI:
https://doi.org/10.24265/liberabit.2023.v29n2.714Keywords:
sense of capability, psychometric properties, validity evidence, reliability, adaptationAbstract
Background: The sense of capability scale, originally validated in French university students (Drouin & Costalat-Founeau, 2020), measures people’s subjective representation of their own capacities and their
perceptions of what others think about them. The aim of this study is to adapt the scale for university students in Lima, Peru and to analyze its psychometric properties. Method: 516 students from a private university completed the questionnaire. Factor analysis and correlations were used to determine evidence of validity. Cronbach’s alpha and McDonald’s omega were used to evaluate reliability. Results: Contrary to the original 2-factor structure, our results suggested a single-factor solution that explained 52% of the variance; the items had high loadings. The model was confirmed by a best fit (χ2 = 362.84; df = 35; p < .001; CFI = .99; TLI = .98; SRMR = .06; RMSEA = .10). A moderate positive correlation was found with positive affect and flourishing, as well as a moderate negative correlation with negative affect. There were no significant
differences by sex, level, and career type. Conclusion: The new version of the scale shows evidence of adequate validity and reliability (α = .88) in students of a private university in Lima, Peru.
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References
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Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research. Guilford Publications.
Cassaretto, M., & Martínez, P. (2017). Validación de las escalas de bienestar, de florecimiento y afectividad. Pensamiento psicológico, 15(1), 19-31.
Cassaretto, M., Chau, C., Espinoza, M. C., Otiniano, F., Rodríguez, L., & Rubina, M. (2021). Salud mental en universitarios del Consorcio de Universidades durante la pandemia. Consorcio de Universidades. https://www.consorcio.edu.pe/wp-content/uploads/2021/10/SALUD-MENTAL-CONSORCIO-DE-UNIVERSIDADES.pdf
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Costalat-Founeau, A. M. (2008). Identité, action et subjectivité. Connexions, (89), 63-74. https://doi.org/10.3917/cnx.089.0063
Costalat-Founeau, A. M. (2015). Identity dynamics, action and construction of the project, the feeling of capability as a regulator of identity phases. En A. M. Costa e Silva, & M. T. Aparicio (Eds.), International Handbook of Professional Identities (pp. 32-59). SAP.
Costalat-Founeau, A. M. (2021). Identité action et modèle capacitaire. En A. M. Costalat-Founeau (Ed.), La capacité d’action (pp. 11-19). Édition Erès.
Costalat-Founeau, A. M., & Drouin, N. (2023). Identity Dynamics and Risk: The Vulnerability of Students. En S. Gaymard (Ed.), Psychology and Risk Prevention: Current Research. Nova
Costalat-Founeau, A. M., & Fourès, A. (2020). Words as Vectors of the Construction of Identity: The Example of Young Graduates in a Situation of Overeducation. Papers on Social Representations, 29(1), 2.1-2.23.
Costalat-Founeau, A. M., & Gosset, A. (2018). Dinámica de la identidad y proyecto. Revista De Psicología, 36(1), 367-382. https://doi.org/10.18800/psico.201801.012
Costalat-Founeau, A. M., & Mary, G. (2014). Identité. En P. Zawieja, & F. Guarnieri (Eds.), Dictionnaire des risques psychosociaux (pp. 377-382). Seuil.
Codol, J. P. (1990). Studies on Self-Centered Assimilation Processes. En J. P. Caverni, J. M. Fabre, & M. Gonzalez (Eds.), Cognitive biases (pp. 387-400). North-Holland.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New Well-Being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings. Social Indicators Research, 97(2), 143-156. https://doi.org/10.1007/s11205-009-9493-y
Drouin, N., & Chau, C. (2021). Dynamique identitaire et capacitaire des étudiants. En A. M. Costalat-Founeau (Eds.), La capacité d’action. Un moteur de la transition professionnelle. Érès.
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Drouin, N., Huang, Y., & Costalat-Founeau, A. M. (2020). Dynamique capacitaire et motivation aux études universitaires. Revista de Psicología, 38(2), 613-640. http://dx.doi.org/10.18800/psico.202002.010
Essadek, A., Gressier, F., Krebs, T., Corruble, E., Falissard, B., & Rabeyron, T. (2022). Assessment of Mental Health of University Students Faced with Different Lockdowns During the Coronavirus Pandemic, a Repeated Cross-Sectional Study. European Journal of Psychotraumatology, 13(2). https://doi.org/10.1080/20008066.2022.2141510
Faurie, I., & Costalat-Founeau, A.M. (2016). Sentiments d’efficacité personnelle et dynamique capacitaire dans les choix d’orientation atypique. L’orientation scolaire et professionnelle, 45(2). https://doi.org/10.4000/osp.4971
Fontanesi, L., Marchetti, D., Mazza, C., Di Giandomenico, S., Roma, P., & Verrocchio, M. (2020). The Effect of the COVID-19 Lockdown on Parents: A Call to Adopt Urgent Measures. Psychological Trauma: Theory, Research, Practice, and Policy, 12(1), 79-81. https://doi: 10.1037/tra0000672
Gana, K., & Garnier, S. (2001). Latent Structure of the Sense of Coherence Scale in a French Sample. Personality and Individual Differences, 31(7), 1079-1090. https://doi.org/10.1016/S0191-8869(00)00205-1
Garcia de La Barga, C. (2015). Dynamique identitaire et capacitaire en situation de formation: le cas des créateurs de mode [tesis de doctorado, Université Paul Valéry-Montpellier III]. https://theses.hal.science/tel-01372856v1/document
Gargurevich, R., & Matos, L. (2012). Validez y confiabilidad de Escala de afecto positivo y negativo (SPANAS) en estudiantes universitarios peruanos. Revista de Psicología, 14(2), 208-217.
Gargurevich, R., & Soenens, B. (2015). Psychologically Controlling Parenting and Personality Vulnerability to Depression: A Study in Peruvian Late Adolescents. Journal of Child and Family Studies, 25(3), 911-921. https://doi.org/10.1007/s10826-015-0265-9
Grimaldo, M. P. (2003). Validez y confiabilidad de la escala de afecto negativo y positivo (SPANAS). Cultura, 21, 341-363.
Grollman, M. (2010). Le sentiment capacitaire chez les femmes cadres: une étude comparative France-Allemagne [tesis de maestría, Université Paul Valéry-Montpellier III].
Hernández-Sampieri, R., & Mendoza, C (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Mc Graw Hill Education. 714 p
Herrera, D., Arakaki, M., Dammert, M., & Lira, B. (2022). Orientación futura, bienestar y rendimiento en universitarios de un programa de tutoría durante la pandemia COVID-19. Revista Peruana de Investigación Educativa, 17, 151-178. https://revistas.siep.org.pe/index.php/RPIE/article/view/353/350
Huang, Y., & Sovet, L. (2021). Identité culturelle et stratégies d’adaptation des étudiants chinois en France. En A. M. Costalat-Founeau, & A. Fourès (Eds.), La capacité d'action (pp. 71-95). Érès.
Huang, F., Drouin, N., & Costalat-Founeau, A. M. (2020) Le développement du projet et des stratégies d'adaptation en relation avec la dynamique identitaire des étudiants chinois vivant en France: étude qualitative. L’orientation scolaire et professionnelle, 49(3), 427-458.
Instituto Nacional de Estadística e Informática. (2022). Situación de la población peruana. Una mirada hacia los jóvenes 2023. https://www.inei.gob.pe/media/MenuRecursivo/publicaciones_digitales/Est/Lib1911/libro.pdf
Izard, C. E. (1993). The Differential Emotions Scale: DES IV-A; [a Method of Measuring the Meaning of Subjective Experience of Discrete Emotions]. University of Delaware.
Lai, K., & Green, S. B. (2016). The Problem of Having Two Watches: Assessment of Fit when RMSA and CFI Disagree. Multivariate Behavioral Research, 51(2-3). 220-239.
Lent, R., & Brown, S. (2019). Social Cognitive Career Theory at 25: Empirical Status of the Interest, Choice, and Performance Models. Journal of Vocational Behavior, 115, 103316. https://doi.org/10.1016/j.jvb.2019.06.004
Mary, G., & Costalat-Founeau, A. M. (2017). Investigating the Professional Identity Dynamic in Career Counselling: The Socioconstructivist Interview. International Journal for Educational and Vocational, 8(1), 101-120.
Massé, R., Poulin, C., Dassa, C., Lambert, J., Bélair, S., & Battaglini, M. A. (1998). Élaboration et validation d’un outil de mesure du bien-être psychologique: L’ÉMMBEP. Canadian Journal of Public Health, 89(5), 352-357. http://doi.org/10.1007/BF03404490
Matos, L., & Lens, W. (2009). Using a 2 x 2 Achievement Goal Framework to Predict the Use of Learning Strategies, Positive Affect and Academic Achievement in a Peruvian Sample of University Students [sesión de conferencia]. Conferencia Anual de la Asociación Americana de Investigación en Educación, San Diego, California.
Messick, S. (1989). Validity. En R.L. Linn (Ed.), Educational measurement (3.ra ed., pp. 13-103). Macmillan.
Moisseron-Baudé, M., Bernaud, J. L., & Costalat-Founeau, A. M. (2019). Une communauté sociale virtuelle médiatrice à la construction identitaire et au sens du travail. L’orientation scolaire et professionnelle, 48(3), 417‑447. https://doi.org/10.4000/osp.11292
Palomera-Chávez, A., Herrero, M., Carrasco, N. E., Juárez-Rodríguez, P., Barrales, C. R., Hernández-Rivas, M. I., Llantá, M., Lorenzana, L., Meda-Lara, R., & Moreno-Jiménez, B. (2021). Impacto psicológico de la pandemia COVID-19 en cinco países de Latinoamérica. Revista Latinoamericana de Psicología, 53, 83-93. https://doi.org/10.14349/rlp.2021.v53.10
Romero-Rodríguez, J. M., Hinojo-Lucena, F. J., Kopecký, K., & García-González, A. (2023). Fatiga digital en estudiantes universitarios como consecuencia de la enseñanza online durante la pandemia Covid-19. Educación XX1, 26(2), 165-184. https://doi.org/10.5944/educxx1.34530
Ramirez, I. (2021). La identidad comunitaria de adolescentes en una comunidad de la periferia de Puebla [tesis de maestría, Benemérita Universidad Autónoma de Puebla]. Repositorio institucional. https://hdl.handle.net/20.500.12371/15862
Ricard-St-Aubin, J. S., Philippe, F. L., Beaulieu-Pelletier, G., & Lecours, S. (2010). Validation francophone de l’échelle des émotions différentielles IV (EED-IV). Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 60(1), 41-53. https://doi.org/10.1016/j.erap.2009.05.001
Sandín, B. (2003). Escalas PANAS de afecto positivo y negativo para niños y adolescentes (PANASN). Revista de Psicopatología y Psicología Clínica, 8(2), 173-182. https://doi.org/10.5944/rppc.vol.8.num.2.2003.3953
Sandín, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. A., & Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: validación factorial y convergencia transcultural. Psicothema, 11(1), 37-51.
Vautero, J., Silva, A.D., & Taveira, M. (2021). Family Influence on Undergraduates’ Career Choice Implementation. International Journal for Educational and Vocational Guidance, 21, 551-570. https://doi.org/10.1007/s10775-020-09453-0
Vermote, B., Soenens, B., Vansteenkiste, M., Coenye, J., Verschueren, K., & Beyers, W. (2023). To How and the Why of Study Choice Processes in Higher Education: The Role of Parental Involvement and the Experience of Having and Authentic Inner Compass. Journal of Adolescence, 1-15. https://doi.org/10.1002/jad.12246
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and Validation of Brief Measures of Positive and Negative Affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070. https://doi.org/10.1037/0022-3514.54.6.1063
Xia, Y., & Yang, Y. (2019) RMSEA, CFI, and TLI in Structural Equation Modeling with Ordered Categorical Data: The Story They Tell depends on the Estimation Methods. Behavioral Research Methods, 51, 409-428. https://doi.org/10.3758/s13428-018-1055-2
Zavalloni, M. (2008). De la phénoménologie à l'ego-écologie: l'horizon de pertinence. Connexions, 89, 13-23. https://doi.org/10.3917/cnx.089.0013
Antonovsky, A. (1993). The Structure and Properties of the Sense of Coherence Scale. Social Science & Medicine, 36(6), 725-733. https://doi.org/10.1016/0277-9536(93)90033-z
Bandura, A. (2003). Auto efficacité. Le sentiment d’efficacité personnelle. De Boeck Université.
Bernaud, J. L. (2018). Introduction à la psychologie existentielle. Dunod.
Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research. Guilford Publications.
Cassaretto, M., & Martínez, P. (2017). Validación de las escalas de bienestar, de florecimiento y afectividad. Pensamiento psicológico, 15(1), 19-31.
Cassaretto, M., Chau, C., Espinoza, M. C., Otiniano, F., Rodríguez, L., & Rubina, M. (2021). Salud mental en universitarios del Consorcio de Universidades durante la pandemia. Consorcio de Universidades. https://www.consorcio.edu.pe/wp-content/uploads/2021/10/SALUD-MENTAL-CONSORCIO-DE-UNIVERSIDADES.pdf
Costalat-Founeau, A. M. (1984). Anxiété et affiliation en situation de formation. Bulletin de psychologie, 37(364), 450-452.
Costalat-Founeau, A. M. (2008). Identité, action et subjectivité. Connexions, (89), 63-74. https://doi.org/10.3917/cnx.089.0063
Costalat-Founeau, A. M. (2015). Identity dynamics, action and construction of the project, the feeling of capability as a regulator of identity phases. En A. M. Costa e Silva, & M. T. Aparicio (Eds.), International Handbook of Professional Identities (pp. 32-59). SAP.
Costalat-Founeau, A. M. (2021). Identité action et modèle capacitaire. En A. M. Costalat-Founeau (Ed.), La capacité d’action (pp. 11-19). Édition Erès.
Costalat-Founeau, A. M., & Drouin, N. (2023). Identity Dynamics and Risk: The Vulnerability of Students. En S. Gaymard (Ed.), Psychology and Risk Prevention: Current Research. Nova
Costalat-Founeau, A. M., & Fourès, A. (2020). Words as Vectors of the Construction of Identity: The Example of Young Graduates in a Situation of Overeducation. Papers on Social Representations, 29(1), 2.1-2.23.
Costalat-Founeau, A. M., & Gosset, A. (2018). Dinámica de la identidad y proyecto. Revista De Psicología, 36(1), 367-382. https://doi.org/10.18800/psico.201801.012
Costalat-Founeau, A. M., & Mary, G. (2014). Identité. En P. Zawieja, & F. Guarnieri (Eds.), Dictionnaire des risques psychosociaux (pp. 377-382). Seuil.
Codol, J. P. (1990). Studies on Self-Centered Assimilation Processes. En J. P. Caverni, J. M. Fabre, & M. Gonzalez (Eds.), Cognitive biases (pp. 387-400). North-Holland.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New Well-Being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings. Social Indicators Research, 97(2), 143-156. https://doi.org/10.1007/s11205-009-9493-y
Drouin, N., & Chau, C. (2021). Dynamique identitaire et capacitaire des étudiants. En A. M. Costalat-Founeau (Eds.), La capacité d’action. Un moteur de la transition professionnelle. Érès.
Drouin, N., & Costalat-Founeau A. M. (2020). Validation de l’échelle capacitaire: un outil pour le monde du travail et de l’orientation. L'orientation scolaire et professionnelle, 49(4), 653-674. https://doi.org/10.4000/osp.13466
Drouin, N., Huang, Y., & Costalat-Founeau, A. M. (2020). Dynamique capacitaire et motivation aux études universitaires. Revista de Psicología, 38(2), 613-640. http://dx.doi.org/10.18800/psico.202002.010
Essadek, A., Gressier, F., Krebs, T., Corruble, E., Falissard, B., & Rabeyron, T. (2022). Assessment of Mental Health of University Students Faced with Different Lockdowns During the Coronavirus Pandemic, a Repeated Cross-Sectional Study. European Journal of Psychotraumatology, 13(2). https://doi.org/10.1080/20008066.2022.2141510
Faurie, I., & Costalat-Founeau, A.M. (2016). Sentiments d’efficacité personnelle et dynamique capacitaire dans les choix d’orientation atypique. L’orientation scolaire et professionnelle, 45(2). https://doi.org/10.4000/osp.4971
Fontanesi, L., Marchetti, D., Mazza, C., Di Giandomenico, S., Roma, P., & Verrocchio, M. (2020). The Effect of the COVID-19 Lockdown on Parents: A Call to Adopt Urgent Measures. Psychological Trauma: Theory, Research, Practice, and Policy, 12(1), 79-81. https://doi: 10.1037/tra0000672
Gana, K., & Garnier, S. (2001). Latent Structure of the Sense of Coherence Scale in a French Sample. Personality and Individual Differences, 31(7), 1079-1090. https://doi.org/10.1016/S0191-8869(00)00205-1
Garcia de La Barga, C. (2015). Dynamique identitaire et capacitaire en situation de formation: le cas des créateurs de mode [tesis de doctorado, Université Paul Valéry-Montpellier III]. https://theses.hal.science/tel-01372856v1/document
Gargurevich, R., & Matos, L. (2012). Validez y confiabilidad de Escala de afecto positivo y negativo (SPANAS) en estudiantes universitarios peruanos. Revista de Psicología, 14(2), 208-217.
Gargurevich, R., & Soenens, B. (2015). Psychologically Controlling Parenting and Personality Vulnerability to Depression: A Study in Peruvian Late Adolescents. Journal of Child and Family Studies, 25(3), 911-921. https://doi.org/10.1007/s10826-015-0265-9
Grimaldo, M. P. (2003). Validez y confiabilidad de la escala de afecto negativo y positivo (SPANAS). Cultura, 21, 341-363.
Grollman, M. (2010). Le sentiment capacitaire chez les femmes cadres: une étude comparative France-Allemagne [tesis de maestría, Université Paul Valéry-Montpellier III].
Hernández-Sampieri, R., & Mendoza, C (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Mc Graw Hill Education. 714 p
Herrera, D., Arakaki, M., Dammert, M., & Lira, B. (2022). Orientación futura, bienestar y rendimiento en universitarios de un programa de tutoría durante la pandemia COVID-19. Revista Peruana de Investigación Educativa, 17, 151-178. https://revistas.siep.org.pe/index.php/RPIE/article/view/353/350
Huang, Y., & Sovet, L. (2021). Identité culturelle et stratégies d’adaptation des étudiants chinois en France. En A. M. Costalat-Founeau, & A. Fourès (Eds.), La capacité d'action (pp. 71-95). Érès.
Huang, F., Drouin, N., & Costalat-Founeau, A. M. (2020) Le développement du projet et des stratégies d'adaptation en relation avec la dynamique identitaire des étudiants chinois vivant en France: étude qualitative. L’orientation scolaire et professionnelle, 49(3), 427-458.
Instituto Nacional de Estadística e Informática. (2022). Situación de la población peruana. Una mirada hacia los jóvenes 2023. https://www.inei.gob.pe/media/MenuRecursivo/publicaciones_digitales/Est/Lib1911/libro.pdf
Izard, C. E. (1993). The Differential Emotions Scale: DES IV-A; [a Method of Measuring the Meaning of Subjective Experience of Discrete Emotions]. University of Delaware.
Lai, K., & Green, S. B. (2016). The Problem of Having Two Watches: Assessment of Fit when RMSA and CFI Disagree. Multivariate Behavioral Research, 51(2-3). 220-239.
Lent, R., & Brown, S. (2019). Social Cognitive Career Theory at 25: Empirical Status of the Interest, Choice, and Performance Models. Journal of Vocational Behavior, 115, 103316. https://doi.org/10.1016/j.jvb.2019.06.004
Mary, G., & Costalat-Founeau, A. M. (2017). Investigating the Professional Identity Dynamic in Career Counselling: The Socioconstructivist Interview. International Journal for Educational and Vocational, 8(1), 101-120.
Massé, R., Poulin, C., Dassa, C., Lambert, J., Bélair, S., & Battaglini, M. A. (1998). Élaboration et validation d’un outil de mesure du bien-être psychologique: L’ÉMMBEP. Canadian Journal of Public Health, 89(5), 352-357. http://doi.org/10.1007/BF03404490
Matos, L., & Lens, W. (2009). Using a 2 x 2 Achievement Goal Framework to Predict the Use of Learning Strategies, Positive Affect and Academic Achievement in a Peruvian Sample of University Students [sesión de conferencia]. Conferencia Anual de la Asociación Americana de Investigación en Educación, San Diego, California.
Messick, S. (1989). Validity. En R.L. Linn (Ed.), Educational measurement (3.ra ed., pp. 13-103). Macmillan.
Moisseron-Baudé, M., Bernaud, J. L., & Costalat-Founeau, A. M. (2019). Une communauté sociale virtuelle médiatrice à la construction identitaire et au sens du travail. L’orientation scolaire et professionnelle, 48(3), 417‑447. https://doi.org/10.4000/osp.11292
Palomera-Chávez, A., Herrero, M., Carrasco, N. E., Juárez-Rodríguez, P., Barrales, C. R., Hernández-Rivas, M. I., Llantá, M., Lorenzana, L., Meda-Lara, R., & Moreno-Jiménez, B. (2021). Impacto psicológico de la pandemia COVID-19 en cinco países de Latinoamérica. Revista Latinoamericana de Psicología, 53, 83-93. https://doi.org/10.14349/rlp.2021.v53.10
Romero-Rodríguez, J. M., Hinojo-Lucena, F. J., Kopecký, K., & García-González, A. (2023). Fatiga digital en estudiantes universitarios como consecuencia de la enseñanza online durante la pandemia Covid-19. Educación XX1, 26(2), 165-184. https://doi.org/10.5944/educxx1.34530
Ramirez, I. (2021). La identidad comunitaria de adolescentes en una comunidad de la periferia de Puebla [tesis de maestría, Benemérita Universidad Autónoma de Puebla]. Repositorio institucional. https://hdl.handle.net/20.500.12371/15862
Ricard-St-Aubin, J. S., Philippe, F. L., Beaulieu-Pelletier, G., & Lecours, S. (2010). Validation francophone de l’échelle des émotions différentielles IV (EED-IV). Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 60(1), 41-53. https://doi.org/10.1016/j.erap.2009.05.001
Sandín, B. (2003). Escalas PANAS de afecto positivo y negativo para niños y adolescentes (PANASN). Revista de Psicopatología y Psicología Clínica, 8(2), 173-182. https://doi.org/10.5944/rppc.vol.8.num.2.2003.3953
Sandín, B., Chorot, P., Lostao, L., Joiner, T. E., Santed, M. A., & Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: validación factorial y convergencia transcultural. Psicothema, 11(1), 37-51.
Vautero, J., Silva, A.D., & Taveira, M. (2021). Family Influence on Undergraduates’ Career Choice Implementation. International Journal for Educational and Vocational Guidance, 21, 551-570. https://doi.org/10.1007/s10775-020-09453-0
Vermote, B., Soenens, B., Vansteenkiste, M., Coenye, J., Verschueren, K., & Beyers, W. (2023). To How and the Why of Study Choice Processes in Higher Education: The Role of Parental Involvement and the Experience of Having and Authentic Inner Compass. Journal of Adolescence, 1-15. https://doi.org/10.1002/jad.12246
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and Validation of Brief Measures of Positive and Negative Affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070. https://doi.org/10.1037/0022-3514.54.6.1063
Xia, Y., & Yang, Y. (2019) RMSEA, CFI, and TLI in Structural Equation Modeling with Ordered Categorical Data: The Story They Tell depends on the Estimation Methods. Behavioral Research Methods, 51, 409-428. https://doi.org/10.3758/s13428-018-1055-2
Zavalloni, M. (2008). De la phénoménologie à l'ego-écologie: l'horizon de pertinence. Connexions, 89, 13-23. https://doi.org/10.3917/cnx.089.0013
Published
2023-11-30
Issue
Section
Research articles
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How to Cite
The Sense of Capability Scale Adaptation in Peruvian Students. (2023). LIBERABIT. Revista Peruana De Psicología, 29(2), e714. https://doi.org/10.24265/liberabit.2023.v29n2.714
