Adaptation of Outcome Expectations, Progress Goals and Academic Satisfaction Scales in College Students
DOI:
https://doi.org/10.24320/redie.2018.20.3.1675Keywords:
Educational expectations, educational quality, academic satisfaction, dropping out, higher education.Abstract
Dropout is a problem for public education institutions at university level in Argentina. Considering there are no specific measurements to evaluate core variables in the academic persistence model proposed by social cognitive theory, the objective of this study was to adapt the outcome expectations, academic progress goals and academic satisfaction scales in a sample of college students. The study included 1,282 students from different degree programs in the National University of Córdoba (UNC; Argentina). Generally speaking, the psychometric properties were adequate (with tests for internal consistency and evidence of internal structure). However, it was not possible to replicate the relationship between outcome expectations and progress goals.Downloads
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References
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Bandura, A. (1997). Self-efficacy: The excercise of control. Nueva York: Freeman.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Nueva York: Guilford Publications.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98.
Duffy, R. D. y Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75(2), 212-223. doi:10.1016/j.jvb.2009.06.001
Flora, D. B. y Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9(4), 466-491. doi:10.1037/1082-989X.9.4.466
Flores, L. Y., Navarro, R. L., y Ali, S. R. (2016). The state of SCCT research in relation to social class future directions. Journal of Career Assessment, 25(1),6-23. doi:10.1177/1069072716658649
Fouad, N. A. y Guillen, A. (2006). Outcome expectations: Looking to the past and potential future. Journal of Career Assessment, 14(1), 130-142. doi: 10.1177/1069072705281370
Fouad, N. A. y Smith, P. L. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43, 338-346.
García de Fanelli, A. (2011). La educación superior en Argentina. En Educación Superior en Iberoamérica. Informe 2011. Santiago de Chile: CINDAUNIVERSIA.
García de Fanelli, A. (2013). Graduación y equidad en las universidades argentinas. Ponencia presentada en el VII Encuentro Nacional y IV Latinoamericano: La Universidad como objeto de investigación, 29-31 de agosto, Universidad Nacional de San Luis. Argentina.
George. D. y Mallery. P. (2011). IBM SPSS Statistics 21 step by step: A simple guide and reference. Boston, MA: Pearson Education.
Hair, J., Anderson, R., Tatham, R. y Black, W. (1999). Análisis multivariante (4a. edición). España: Prentice Hall.
Instituto Internacional para la Educación Superior en América y el Caribe (2006). Informe sobre la Educación Superior en América Latina y el Caribe 2000-2005. La Metamorfosis de la Educación Superior. Venezuela: UNESCO.
Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51(4), 482-509.
Lent, R. W. (2005). A social cognitive view of career development and counseling. En S. D. Brown y R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 101-127). Nueva York: John Wiley.
Lent, R. W. y Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of career assessment, 14(1), 12-35. doi:10.1177/1069072705281364
Lent, R. W., Brown, S. D. y Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.
Lent, R. W., Miller, M. J., Smith, P. E., Watford, B. A., Lim, R. H., Hui, K., Morrison, M. A., Wilkins, G. y Williams, K. (2013). Social cognitive predictors of adjustment to engineering majors across gender and race/ethnicity. Journal of Vocational Behavior, 83(1), 22-30. doi:10.1016/j.jvb.2013.02.006
Lent, R. W., Singley, D., Sheu, H., Gainor, K., Brenner, B. R., y Treistman, D. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52, 429-442. doi:10.1037/0022-0167.52.3.429
Lent, R. W., Singley, D., Sheu, H., Schmidt, J. A., y Schmidt, L. C. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15, 87-97. doi:10.1177/1069072706294518
Lent, R. W., Taveira, M., Sheu, H. y Singley, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of Vocational Behavior, 74, 190-198. doi:10.1016/j.jvb.2008.12.006
Lent, R. W. y Brown, S. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16(1), 6-21. doi:10.1177/1069072707305769
Lent, R. W. y Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying viewvof adaptive career behavior across the life span. Journal of Counseling Psychology, 60, 557-568. doi:10.1037/a0033446
Lent, R. W. y Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69(2), 236-247. doi:10.1016/j.jvb.2006.02.006
Lent. R. W., Brown. S. D., Sheu. L. B., Gloster. C. S., Wilkins. G., Schmidt. L. C., Lyons. H. y Treistman. D. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52. 84-92.
Maddux J.E. (2012). Self-efficacy: The power of believing you can. En C. R. Snyder y S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 277-287). Nueva York: Oxford University Press. doi:10.1093/oxfordhb/9780195187243.013.0031
Mimura, C. y Griffiths, P. (2008). A japanese version of the perceived stress scale: cross-cultural translation and equivalence assessment. BMC psychiatry, 8(1), 85. doi:10.1186/1471-244X-8-85
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill
Parrino, M. del C. (2012). ¿Evasión o expulsión? Los mecanismos de deserción en el primer año universitario. (Tesis inédita de doctorado), Programa Interuniversitario Doctorado en Educación.
Rottinghaus, P. J., Larson, L. M. y Borgen, F. H. (2003). The relation of self-efficacy and interests: a meta-analysis of 60 samples. Journal of Vocational Behavior, 62(2), 221-236.
Schafer, J. L. (1999). Multiple imputation: a primer. Statistical Methods in Medical Research, 8, 3-15.
Secretaria de Políticas Universitarias-Ministerio de Educación (2010). Anuario 2010. Estadísticas Universitarias. Recuperado de https://goo.gl/zSf03m
Sheu, H. B. y Bordon, J. J. (2016). SCCT research in the international context empirical evidence, future directions, and practical implications. Journal of Career Assessment, 25(1), 58-74. doi:10.1177/1069072716657826
Tabachnick. B. G. y Fidell, L. S. (2011). Using multivariate statistics (6a. ed.). Needham Heights, MA: Pearson.
Vroom, V. H. (1964). Work and motivation. Nueva York: John Wiley.
Yu, C. Y. y Muthen, B. (2002, April). Evaluation of model fit indices for latent variable models with categorical and continuous outcomes. Documento presebrado en la Annual meeting of the American Educational Research Association, Nueva Orleans, LA.
Bandura, A. (1997). Self-efficacy: The excercise of control. Nueva York: Freeman.
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Nueva York: Guilford Publications.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98.
Duffy, R. D. y Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75(2), 212-223. doi:10.1016/j.jvb.2009.06.001
Flora, D. B. y Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9(4), 466-491. doi:10.1037/1082-989X.9.4.466
Flores, L. Y., Navarro, R. L., y Ali, S. R. (2016). The state of SCCT research in relation to social class future directions. Journal of Career Assessment, 25(1),6-23. doi:10.1177/1069072716658649
Fouad, N. A. y Guillen, A. (2006). Outcome expectations: Looking to the past and potential future. Journal of Career Assessment, 14(1), 130-142. doi: 10.1177/1069072705281370
Fouad, N. A. y Smith, P. L. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43, 338-346.
García de Fanelli, A. (2011). La educación superior en Argentina. En Educación Superior en Iberoamérica. Informe 2011. Santiago de Chile: CINDAUNIVERSIA.
García de Fanelli, A. (2013). Graduación y equidad en las universidades argentinas. Ponencia presentada en el VII Encuentro Nacional y IV Latinoamericano: La Universidad como objeto de investigación, 29-31 de agosto, Universidad Nacional de San Luis. Argentina.
George. D. y Mallery. P. (2011). IBM SPSS Statistics 21 step by step: A simple guide and reference. Boston, MA: Pearson Education.
Hair, J., Anderson, R., Tatham, R. y Black, W. (1999). Análisis multivariante (4a. edición). España: Prentice Hall.
Instituto Internacional para la Educación Superior en América y el Caribe (2006). Informe sobre la Educación Superior en América Latina y el Caribe 2000-2005. La Metamorfosis de la Educación Superior. Venezuela: UNESCO.
Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51(4), 482-509.
Lent, R. W. (2005). A social cognitive view of career development and counseling. En S. D. Brown y R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 101-127). Nueva York: John Wiley.
Lent, R. W. y Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of career assessment, 14(1), 12-35. doi:10.1177/1069072705281364
Lent, R. W., Brown, S. D. y Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.
Lent, R. W., Miller, M. J., Smith, P. E., Watford, B. A., Lim, R. H., Hui, K., Morrison, M. A., Wilkins, G. y Williams, K. (2013). Social cognitive predictors of adjustment to engineering majors across gender and race/ethnicity. Journal of Vocational Behavior, 83(1), 22-30. doi:10.1016/j.jvb.2013.02.006
Lent, R. W., Singley, D., Sheu, H., Gainor, K., Brenner, B. R., y Treistman, D. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52, 429-442. doi:10.1037/0022-0167.52.3.429
Lent, R. W., Singley, D., Sheu, H., Schmidt, J. A., y Schmidt, L. C. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15, 87-97. doi:10.1177/1069072706294518
Lent, R. W., Taveira, M., Sheu, H. y Singley, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of Vocational Behavior, 74, 190-198. doi:10.1016/j.jvb.2008.12.006
Lent, R. W. y Brown, S. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16(1), 6-21. doi:10.1177/1069072707305769
Lent, R. W. y Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying viewvof adaptive career behavior across the life span. Journal of Counseling Psychology, 60, 557-568. doi:10.1037/a0033446
Lent, R. W. y Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69(2), 236-247. doi:10.1016/j.jvb.2006.02.006
Lent. R. W., Brown. S. D., Sheu. L. B., Gloster. C. S., Wilkins. G., Schmidt. L. C., Lyons. H. y Treistman. D. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52. 84-92.
Maddux J.E. (2012). Self-efficacy: The power of believing you can. En C. R. Snyder y S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 277-287). Nueva York: Oxford University Press. doi:10.1093/oxfordhb/9780195187243.013.0031
Mimura, C. y Griffiths, P. (2008). A japanese version of the perceived stress scale: cross-cultural translation and equivalence assessment. BMC psychiatry, 8(1), 85. doi:10.1186/1471-244X-8-85
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill
Parrino, M. del C. (2012). ¿Evasión o expulsión? Los mecanismos de deserción en el primer año universitario. (Tesis inédita de doctorado), Programa Interuniversitario Doctorado en Educación.
Rottinghaus, P. J., Larson, L. M. y Borgen, F. H. (2003). The relation of self-efficacy and interests: a meta-analysis of 60 samples. Journal of Vocational Behavior, 62(2), 221-236.
Schafer, J. L. (1999). Multiple imputation: a primer. Statistical Methods in Medical Research, 8, 3-15.
Secretaria de Políticas Universitarias-Ministerio de Educación (2010). Anuario 2010. Estadísticas Universitarias. Recuperado de https://goo.gl/zSf03m
Sheu, H. B. y Bordon, J. J. (2016). SCCT research in the international context empirical evidence, future directions, and practical implications. Journal of Career Assessment, 25(1), 58-74. doi:10.1177/1069072716657826
Tabachnick. B. G. y Fidell, L. S. (2011). Using multivariate statistics (6a. ed.). Needham Heights, MA: Pearson.
Vroom, V. H. (1964). Work and motivation. Nueva York: John Wiley.
Yu, C. Y. y Muthen, B. (2002, April). Evaluation of model fit indices for latent variable models with categorical and continuous outcomes. Documento presebrado en la Annual meeting of the American Educational Research Association, Nueva Orleans, LA.
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Article abstract page views: 2467
Published
2018-09-07
