42 research outputs found
Perceived parenting and social support: can they predict academic achievement in Argentinean college students?
The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de PsicologÃa; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas; ArgentinaFil: Freiberg Hoffmann, AgustÃn. Universidad de Buenos Aires. Facultad de PsicologÃa; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de PsicologÃa; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentin
Perceived Parenting Styles and Parental Inconsistency Scale: Construct Validity in Young Adults
The study examinesevidences of construct validity of the Perceived Parental Styles and Parental Inconsistency scale –EPIPP–, on a sample of 369 young adults. Individuals were asked about their father and their mother by means of 24 items. These conformsix subscales that constitutea first-order-model–Affection, Dialogue, Indifference, Verbal Coercion, Physical Coercion and Prohibition–that additionally group into two major scales –a second-order model–:Responsiveness and Demandingness.A confirmatory factor analysis was carried out on the first-orderand second-order factor structures,using maximum likelihood anda bootstrap procedure with 500 random samples. Resulting indexes showed an excellent fit in both modelsfor theFatherand Motherversions. Furthermore, adequate resultswere obtained in a cross-validation and afactorial invariance analysis. This way, solid evidences of construct validity were obtained for the EPIPP, suggesting it for the assessmentof perceived parenting in young adults.Fil: de la Iglesia, Guadalupe. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, AgustÃn. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires; Argentin
Paradoxical personality scale: Its development and construct validity analysis
Se presenta el proceso de construcción y validación de la Escala de Personalidad Paradójica, diseñada a partir de la propuesta de Csikszentmihalyi (1996), quien describiera el concepto evaluado en relación a los individuos creativos. Se redactaron 150 reactivos que fueron sometidos a juicio experto y a examen de validez aparente en un estudio piloto. La versión resultante fue usada en un estudio factorial exploratorio (473 estudiantes; 50.5% varones, 49.5% mujeres; 18 a 35 años; = 21.82; DT= 3.14). La estructura resultante, de 6 dimensiones y 30 Ãtems, fue confirmada mediante un análisis factorial confirmatorio (800 estudiantes universitarios; 44.4% varones, 55.6% mujeres; 18 a 35 años; = 23.47; DT= 3.30). Ambas muestras provenÃan de la población de estudiantes universitarios de Buenos Aires, Argentina. También se analizó la consistencia interna y la estabilidad temporal de las puntuaciones, obteniéndose en ambos casos coeficientes aceptables, dada la composición de las dimensiones subyacentes al constructo analizado. Se discuten los resultados a la luz de los modelos teóricos propuestos, las ventajas de la brevedad y sencillez de aplicación y según nuevas lÃneas de investigación.The development and construct validation process of the Paradoxical Personality Scale is presented in this paper. The concept assessed has been posed by Csikszentmihalyi (1996) and was described as related to creative individuals. Following his guidelines, 150 items were designed and judged by five experts, and later analysed from a facies standpoint. The resulting version was used in a sample of college students (n=473; 50.5% males, 49.5% females) from 18 to 35 years (M = 21.82; DT= 3.14), to explore underlying dimensions. A 30item/6-factor solution was firstly isolated and after confirmed by a confirmatory factor analysis developed with 800 college students (44.4% males, 55.6% females), between18 and 35 years (M = 23.47; DT= 3.30). Both samples were selected from the population of college students from Buenos Aires, Argentina. Internal consistency and temporal stability of scores were also tested, obtaining adequate coefficients in both cases, in view of the composition of the dimensions underlying the construct analysed. Results show acceptable psychometric properties as well as shortness and simplicity for data gathering, which are discussed taking into account theoretical models and new research lines.Fil: Freiberg Hoffmann, AgustÃn. Universidad de Buenos Aires. Facultad de PsicologÃa; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas; ArgentinaFil: de la Iglesia, Guadalupe. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de PsicologÃa; ArgentinaFil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de PsicologÃa; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Universidad de Buenos Aires; Argentin
Predicting academic achievement: The role of Motivation and Learning Strategies
The aim of this study consists in testing a predictive model of academic achievement including motivation and learning strategies as predictors. Motivation is defined as the energy and the direction of behaviors; it is categorized in three types of motivation –intrinsic, extrinsic and amotivation (Deci & Ryan, 1985). Learning strategies are deliberate operations oriented towards information processing in academic activities (Valle, Barca, González & Núñez, 1999). Several studies analysed the relationship between motivation and learning strategies in high school and college environments. Students with higher academic achievement were intrinsically motivated and used a wider variety of learning strategies more frequently. A non-experimental predictive design was developed. The sample was composed by 459 students (55.2% high-schoolers; 44.8% college students). Data were gathered by means of sociodemographic and academic surveys, and also by the local versions of the Academic Motivation Scale –EMA, Echelle de Motivation en Éducation (Stover, de la Iglesia, Rial Boubeta & Fernández Liporace, 2012; Vallerand, Blais, Briere & Pelletier, 1989) and the Learning and Study Strategies Inventory –LASSI (Stover, Uriel & Fernández Liporace, 2012; Weinstein, Schulte & Palmer, 1987). Several path analyses were carried out to test a hypothetical model to predict academic achievement (Kline, 1998). Results indicated that self-determined motivation explained academic achievement through the use of learning strategies. The final model obtained an excellent fit (χ2=16.523, df= 6, p=0.011; GFI=0.987; AGFI=0.955; SRMR=0.0320; NFI=0.913; IFI=0.943; CFI=0.940). Results are discussed considering Self Determination Theory and previous research.Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Freiberg Hoffmann, AgustÃn. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: de la Iglesia, Guadalupe. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentin
EVIDENCIAS DE VALIDEZ DEL LSB-50: VALIDACIÓN CRUZADA, INVARIANZA FACTORIAL Y VALIDEZ DE CRITERIO EXTERNO
The aim of this paper was to obtain evidence of the validity of the LSB-50 (de Rivera & AbuÃn, 2012), a screening measure of psychopathology, in Argentinean adolescents. The sample consisted of 1002 individuals (49.7% male; 50.3% female) between 12 and 18 years-old (M = 14.98; SD = 1.99). A cross-validation study and factorial invariance studies were performed in samples divided by sex and age to test if a seven-factor structure that corresponds to seven clinical scales (Hypersensitivity, Obsessive-Compulsive, Anxiety, Hostility, Somatization, Depression, and Sleep disturbance) was adequate for the LSB-50. The seven-factor structure proved to be suitable for all the subsamples. Next, the fit of the seven-factor structure was studied simultaneously? in the aforementioned subsamples through hierarchical models that imposed different constrains of equivalency?. Results indicated the invariance of the seven clinical dimensions of the LSB-50. Ordinal alphas showed good internal consistency for all the scales. Finally, the correlations with a diagnostic measure of psychopathology (PAI-A) indicated moderate convergence. It is concluded that the analyses performed provide robust evidence of construct validity for the LSB-50.Este trabajo tuvo como objetivo obtener evidencias de validez del LSB-50 (de Rivera & AbuÃn, 2012), un instrumento psicométrico de screening (despistaje) para medir psicopatologÃa, en una muestra de adolescentes argentinos. Los participantes fueron 1002 individuos (49.7% hombres; 50.3% mujeres) de edades entre 12 y 18 años (M = 14.98; DE = 1.99). Se llevaron a cabo estudios de validación cruzada e invarianza factorial para probar la adecuación de un modelo de siete factores correspondientes a las siete escalas clÃnicas del LSB-50 (Hipersensibilidad, Obsesiones-Compulsiones, Ansiedad, Hostilidad, Somatización, Depresión, y Alteraciones del sueño) en muestras divididas de acuerdo al sexo y edad de los evaluados. La estructura de siete factores demostró tener un buen ajuste en las cuatro submuestras. Luego, el ajuste del modelo se estudió simultáneamente en las muestras mencionadas a través de modelos jerárquicos en los que se impusieron distintas restricciones de igualdad. Los resultados indicaron la invarianza de las siete dimensiones del LSB-50. El cálculo de alfas ordinales indicó que todas las escalas tenÃan un buen nivel de consistencia interna. Finalmente, las correlaciones con una medida externa de diagnóstico de psicopatologÃa (PAI-A) indicaron, tal como era esperado, una convergencia moderada. Se concluye que los análisis realizados proveen de contundente evidencias de validez del LSB-50
Academic Motivation Scale: adaptation and psychometric analyses for high school and college students
The Academic Motivation Scale (AMS), supported in Self-Determination Theory, has been applied in recent decades as well in high school as in college education. Although several versions in Spanish are available, the underlying linguistic and cultural differences raise important issues when they are applied to Latin-American population. Consequently an adapted version of the AMS was developed, and its construct validity was analyzed in Argentine students. Results obtained on a sample that included 723 students from Buenos Aires (393 high school and 330 college students) verified adequate psychometric properties in this new version, solving some controversies regarded to its dimensionality.Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de PsicologÃa. Instituto de Investigaciones; ArgentinaFil: de la Iglesia, Guadalupe. Consejo Nacional de Investigaciones CientÃficas y Técnicas; ArgentinaFil: Rial Boubeta, Antonio. Universidad de Santiago de Compostela; EspañaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones CientÃficas y Técnicas; Argentin
Propiedades Psicométricas de una Escala de Estilos Parentales e Inconsistencia Parental Percibida (EPIPP).
oai:ojs.revistas.unc.edu.ar:article/455Se presentan las propiedades psicométricas de la EPIPP, una escala diseñada para la medición de Estilos Parentales e Inconsistencia Parental Percibida en adultos jóvenes. Su validez de contenido fue abordada mediante la valoración de jueces expertos. El análisis de Ãtems incluyó el examen de frecuencias de respuesta, de Ãndices de homogeneidad corregidos y estudios de asimetrÃa y curtosis. Se buscaron evidencias de validez de constructo por medio de un estudio factorial exploratorio en el que se aislaron estructuras idénticas para las versiones PADRE y MADRE. Ambas estaban constituidas por seis subescalas: Afecto, Diálogo, Indiferencia, Coerción Verbal, Coerción FÃsica y Prohibición. A su vez, estas se agruparon en asimismo, en dos escalas mayores (Respuesta y Demanda) resultantes de un estudio factorial de segundo orden. Finalmente, se evaluó la consistencia de las dimensiones a través del cálculo de Alfas de Cronbach y de Alfas ordinales y se verificó una adecuada estabilidad de las puntuaciones en un estudio test-retest. Palabras clave: Estilos Parentales; Inconsistencia Parental; Validez de Constructo
Perfiles de afrontamiento del estrés en adolescentes: su relación con la psicopatologÃa
El objetivo de este trabajo consistió en la búsqueda de distintos perfiles de afrontamiento enadolescentes bonaerenses y su análisis en relación a la presencia de sintomatologÃa psicológica. Participaron 459 adolescentes de edades entre 12 y 18 años (M=15.51; DE=1.80; 51.6% varones y 48.4% mujeres). Los resultados principales indicaron una solución de tres clusters en el caso de las mujeres: uso de afrontamientos aproximativos, uso de afrontamientos evitativos, y poco afrontamiento. Y tres clusters en el caso de los varones: poco afrontamiento, afrontamiento moderado y alto afrontamiento. Se estudiaron diferencias en distintas medidas de psicopatologÃa según la pertenencia al cluster. Las mujeres que presentaron más sÃntomas pertenecÃan al cluster de afrontamientos evitativos. En el caso de los varones tenÃan menos sÃntomas quienes informaron una baja frecuencia de afrontamiento. Los resultados indican la importancia de estudiar el uso de las estrategias de afrontamiento de manera simultánea en términos de perfiles
Dimensionality of the Coping Inventory for adolescents and college students
La evaluación del afrontamiento es objeto de controversia, no habiendo al dÃa de hoy consenso
sobre su dimensionalidad. Se presenta una versión abreviada para adolescentes y universitarios del
Coping Responses Inventory-Youth Form de Moos. El estudio psicométrico realizado con 1.160
estudiantes argentinos incluyó: a) estadÃsticos descriptivos, b) análisis factorial confi rmatorio, y c)
estudio de consistencia interna. Se compararon tres modelos (unifactorial, bifactorial y tetrafactorial)
en dos submuestras aleatorias y en 500 submuestras diferentes obtenidas mediante un procedimiento
de Bootstrap. Además se establecieron sucesivos modelos anidados con restricciones progresivas
en submuestras segmentadas por sexo y edad. Los resultados indican un mejor ajuste del modelo
tetrafactorial, asà como su estabilidad en distintos gruposDimensionality of the Coping Inventory for adolescents and college students. Assessing coping has been a controversial subject and to this day, there is no consensus about its dimensionality. A short version for adolescents and college students of Moos’ Coping Responses Inventory-Youth Form is presented. Psychometric analyses performed with 1,160 Argentinean students included: a) descriptive statistics, b) confirmatory factor analysis, and c) internal consistency. Three models (1-factor, 2-factor and 4-factor) were compared in two randomized samples, and by a bootstrap procedure carried out in 500 different samples. Nested models with progressive restrictions were also established successively in samples split by sex and age. Results indicated a better fit of the 4-factor model as well as its stability across different groupsTrabajo realizado con subsidios de Agencia Nacional de Promoción CientÃfica y Universidad de Buenos Aires. Avalado por Consejo Nacional de Investigaciones CientÃficas y Técnicas, ArgentinaS
Inventário de Avaliação da Personalidade para adolescentes: consistência interna e dimensionalidade em adolescentes de Buenos Aires
Introduction: The Personality Assessment Inventory for Adolescents (PAI-A) examines the psychopathological symptomatology and variables related to the design of psychotherapeutic interventions. It is composed of 264 items for use in the clinical assessment of adolescents between 12-18 years old. Validity, clinical, treatment-related, and interpersonal relationship scales are included.
Purpose: This paper presents psychometric analyses of the Personality Assessment Inventory for Adolescents.
Method: The participants were 1,002 adolescents (50.3% women, 49.7% men, Mage=14.99, SD=1.88) living in Buenos Aires (Argentina) and on the outskirts. Cronbach’s alphas were calculated to estimate internal consistency, with excellent values for clinical, treatment-related and interpersonal relationship scales, and acceptable values for validity scales and subscales.
Results: Dimensionality was examined by principal component analysis with a varimax rotation. A four-factor structure was isolated by including the 22 scales, whereas two factors were obtained when analyzing the 11 clinical scales.
Conclusions: We provide evidence of the psychometric quality of the pai-a for use with adolescents from Buenos Aires, filling a gap in local psychological assessment. Further research should extend these psychometric quality analyses, and replicate the procedures in clinical samples. Introducción: el Inventario de Evaluación de la Personalidad para adoÂlescentes (PAI-A, por sus siglas en inglés) examina la sintomatologÃa psicopatológica y las variables vinculadas al diseño de intervenciones psicoterapéuticas. Consta de 264 Ãtems para su uso en la evaluación clÃnica de adolescentes entre 12 y 18 años. Incluye escalas de validez clÃnicas, relacionadas con el tratamiento y de relación interpersonal.
Objetivo: en este trabajo se presentan análisis psicométricos del InÂventario de Evaluación de la Personalidad para adolescentes.
MétoÂdo: Participaron 1.002 adolescentes (50,3% mujeres, 49,7% varones; Medad = 14,99; DE = 1,88), residentes en la ciudad de Buenos Aires y alrededores, en Argentina. Se calcularon alfas de Cronbach para esÂtimar la consistencia interna, y se advirtieron valores excelentes para las escalas clÃnicas, relacionadas con el tratamiento y de relación inÂterpersonal, y aceptables para las escalas de validez y subescalas.
ReÂsultados: se examinó la dimensionalidad mediante análisis de compoÂnentes principales con rotación Varimax. Se aisló una estructura de cuatro factores al incluir las 22 escalas, mientras que al analizar las 11 clÃnicas, se obtuvieron dos factores.
Conclusiones: como conclusión, se aportan evidencias de la calidad psicométrica del PAI-A para su uso con adolescentes de Buenos Aires, cubriendo un área de vacancia en la evaluación psicológica local. Futuras investigaciones deberán ampliar esos análisis de calidad psicométrica, asà como replicar los procedimientos en muestras clÃnicas.Introdução: o Inventário de Avaliação da Personalidade para adolescentes (PAI-A, por sua sigla em inglês) examina a sintomatologia psicopatológica e as variáveis vinculadas ao desenho de intervenções psicoterapéuticas. Consta de 264 itens para seu uso na avaliação clÃnica de adolescentes entre 12 e 18 anos. Inclui escalas de validade, clÃnicas, relacionadas com o tratamento e de relação interpessoal.
Objetivo: neste trabalho, apresentam-se análises psicométricas do PAI-A.
Método: participaram 1 002 adolescentes (50,3 % mulheres, 49,7 % homens; Midade = 14,99; DE = 1,88), residentes na cidade de Buenos Aires e municÃpios vizinhos. Calcularam-se alfas de Cronbach para estimar a consistência interna, advertendo-se valores excelentes para as escalas clÃnicas, relacionadas com o tratamento e de relação interpessoal, e aceitáveis para as escalas de validade e subescalas.
Resultados: examinou-se a dimensionalidade mediante análise de componentes principais com rotação Varimax. Isolou-se uma estrutura de quatro fatores ao incluir as 22 escalas, enquanto, ao analisar as 11 clÃnicas, foram obtidos dois fatores.
Conclusões: como conclusão, contribuem-se com evidências da qualidade psicométrica do PAI-A para seu uso com adolescentes de Buenos Aires, preenchendo um vazio na avaliação psicológica local. Futuras pesquisas deverão ampliar essas análises de qualidade psicométrica bem como reproduzir os procedimentos em amostras clÃnicas