Adaptação Linguística e Psicométrica do Questionário de Estilos Atributivos Acadêmicos (AAT-A)
DOI:
https://doi.org/10.24265/liberabit.2020.v26n2.03Palavras-chave:
atribuições causais, qualificações crianças em idade escolar, ensino médio superior, instrumentos de medição, análise fatorialResumo
Antecedentes: As atribuições que os estudantes fazem de seus resultados acadêmicos podem impactar seu desempenho acadêmico. Entretanto, a atribuição de medidas nesta área muitas vezes carece de provas de validade e confiabilidade. Objetivos: analisar a estrutura de fatores, validade convergente e confiabilidade da adaptação para estudantes mexicanos do Questionário de Estilos Atributivos Acadêmicos (EAT-A). Métodos: 557 estudantes de ambos os sexos, entre 15 e 19 anos de idade, da Cidade do México, participaram. Por meio da análise fatorial confirmatória, uma estrutura da EATA foi testada com sete fatores e outra com quatro que não distingue os atributos de sucesso e fracasso. Foram analisadas a validade convergente, a consistência interna e a confiabilidade composta do instrumento. Resultados: Somente a estrutura de sete fatores teve ajuste adequado, com RMSEA = .046; SRMR = .053; IFC = .961; TLI = .952 e χ²/gl = 2,72. A ATE mostra evidência de validade convergente, com motivação de realização e confiabilidade. Conclusão: O EAT-A é mostrado como um instrumento de medição curto e fácil de aplicar que tem evidência de validade e estimativa de confiabilidade para examinar a atribuição de notas pelos estudantes.
Contribuição da autoria
AMRH: projeto de estudo, coleta de dados, análise estatística, redação, discussão e revisão o final do manuscrito.
LHG: desenho do estudo, discussão e revisão final do manuscrito.
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Graham, S. (2020). An Attributional Theory of Motivation. Contemporary Educational Psychology, 61, 101861. https://doi.org/10.1016/j.cedpsych.2020.101861
Hair, J. F., Black, W. C., Babin, B. J., & Anderson R. (2014). Multivariate Data Analysis: A Global Perspective. Pearson New International Edition.
Hamm, J. M., Perry, R. P., Chipperfield, J. G., Heckhausen, J., & Parker, P. C. (2016). A motivation-enhancing treatment to sustain goal engagement during life course transitions. Motivation and Emotion, 40, 814- 829. https://doi.org/10.1007/s11031-016-9576-4
Hamm, J. M., Perry, R. P., Chipperfield, J. G., Murayama K., & Weiner, B. (2017). Attribution-Based Motivation Treatment Efficacy in an Online Learning Environment for Students Who Differ in Cognitive Elaboration. Motivation and Emotion, 41(5), 600-616. https://doi.org/10.1007/s11031-017-9632-8
Haynes, T., Perry, R. P., Stupnisky, R. H., & Daniels, L. (2009). A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students. En J. Smart (ed.), Higher Education: Handbook of Theory and Research (pp. 227-272). Springer. https://doi.org/10.1007/978-1-4020-9628-0_6
Houston, D. M. (2016). Revisiting the Relationship between Attributional Style and Academic Performance. Journal of applied social psychology, 46(3), 192-200. https://doi.org/10.1111/jasp.12356
Hu, L., & Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Jaimes, J. E. (2015). Relación entre comprensión lectora y atribuciones causales de éxito y fracaso en alumnos de tercer año de secundaria de colegios públicos y privados de Lima Metropolitana [tesis de doctorado, Pontificia Universidad Católica de Perú]. Repositorio. http://hdl.handle.net/20.500.12404/5798
Jurado, P. J., Blanco, H., Zueck, M. C., & Peinado, J. E. (2016). Composición factorial del Cuestionario de Estilos Atributivos área de logros académicos en universitarios mexicanos. Formación universitaria, 9(6), 83-92. http://dx.doi.org/10.4067/S0718-50062 016000600008
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Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2019). Package ‘MVN’: Multivariate Normality Tests. https://cran.rproject.org/web/packages/MVN/MVN.pdf
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2020-11-23
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Adaptação Linguística e Psicométrica do Questionário de Estilos Atributivos Acadêmicos (AAT-A). (2020). LIBERABIT. Revista Peruana De Psicología, 26(2), e408. https://doi.org/10.24265/liberabit.2020.v26n2.03
