ABSTRACT
As atribuições de causalidade intrapessoais, as estraté-gias autoprejudiciais e a autopercepção de desempenho são construtos psicológicos presentes na rotina aca-dêmica e estão associados à motivação para aprender. O presente estudo investigou o funcionamento destes construtos em uma amostra de 532 estudantes brasileiros de uma universidade particular do interior de São Paulo (Midade=22.98; dp=5.12). Estes estudantes responderam os seguintes instrumentos: Escala de Avaliação das Atribuições de Causalidade para Sucesso e Fracasso Acadêmico de Universitários; Escala de Estratégias Autoprejudiciais; Questionário de Autoclassificação de Desempenho. Identificou-se que as atribuições de causalidade internas e controláveis estavam associadas ao menor uso de estratégias autoprejudiciais. Os estu-dantes mais jovens, as mulheres e aqueles com bom rendimento acadêmico apresentaram mais atribuições causais internas e controláveis e utilizaram menos es-tratégias autoprejudiciais. As atribuições causais para o sucesso e as estratégias autoprejudiciais foram pre-ditoras da autopercepção de desempenho. Sugere-se a continuidade da investigação destes construtos no ensino superior
Las atribuciones causales, las estrategias autoperjudiciales y la autopercepción del desempeño son constructos psicológicos presentes en la rutina académica y están asociadas con la motivación para aprender. Este estudio investigó el funcionamiento de dichos constructos en una muestra de 532 estudiantes de una universidad privada brasileña del interior de Sao Paulo (Medad=22.98; de=5.12). Los estudiantes respondieron los siguientes instrumentos: Escala de Atribución Causal para el Éxito y el Fracaso Académico para Estudiantes Universitarios; Escala de Estrategias Autoperjudiciales y Cuestionario de Auto-percepción del Desempeño. Se encontró que las atribuciones de causalidades internas y controlables se asocian con un menor uso de estrategias autoperjudiciales. Los estudiantes más jóvenes, las mujeres y los estudiantes con buen rendimiento académico presentaron atribuciones de causalidades internas y controlables y el menor uso de estrategias autoperjudiciales. Las atribuciones causales para el éxito y las estrategias autoperjudiciales fueron predictoras de la autopercepción del rendimiento. Se sugiere la continuidad en la investigación de estos constructos en la educación superior
Intrapersonal causal attributions, self-handicapping strategies, and self-perceived performance are psycho-logical constructs present in the academic routine asso-ciated with motivation to learn. This study investigated the functioning of these constructs in a sample of 532 Brazilian students from a private university in São Paulo State (Mage= 22.98; sd=5.12). The students answered the following instruments: the Causal Attribution Sca-le for Sucess and Academic Failure for Undergraduate Students, the Self-Handicapping Strategies Scale, and the Self-perceived Performance Questionnaire. Attri-butions of internal and controllable causes were found to be associated with less use of self-handicapping strategies. Younger students, women, and students with a high academic performance presented attributions of internal and controllable causes and less use of self-handicapping strategies. Causal attributions for success and self-handicapping strategies were predic-tors of self-perceived performance. We suggest further investigation of these constructs in higher education
Subject(s)
Humans , Academic Performance , Students , Brazil , Surveys and Questionnaires , Data Interpretation, Statistical , Academic Success , Academic Failure , Learning , MotivationABSTRACT
A presente pesquisa aferiu as correlações e o nível preditivo entre as metas de realização e a autorregulação da aprendizagem e, também, verificou as suas diferenças em razão da autopercepção de desempenho dos estudantes. Participaram do estudo 404 universitários ingressantes (Midade = 19,62; DP = 4,870). Foram aplicados coletivamente um Questionário Sociodemográfico, Inventário de Processos de Autorregulação da Aprendizagem-IPAA e Escala de Avaliação da Motivação para a Aprendizagem-EMAPRE-U. Identificou-se correlação entre o IPAA e a meta aprender (r = 0,24). As metas aprender e performance aproximação se mostraram preditoras dos escores do IPAA. Os estudantes com alta percepção de desempenho acadêmico obtiveram maior média na meta aprender e para aqueles com baixa autopercepção a maior média foi na meta performance evitação.
The present study assessed the correlations and the predictive level between achievement goals and self-regulated learning, and verified the differences in self-perception of undergraduates' academic performance in both constructs. Participated in this study 404 undergraduates (Mage = 19.62, SD = 4.870). The instruments used in the collective data collection were the Sociodemografic Questionnaire, the Inventory of Learning Self-Regulation Processes-IPAA and the Motivation for Learning Assessment Scale-EMAPRE-U. A correlation was identified between the IPAA and the learning goal (r = 0.24). The learning goal and performance-approach goal proved to be predictors of the IPAA. Undergraduates with high perceptions of academic achievement scored higher on the learning goal, while those with low self-perception scored higher on performance-avoidance goal.
La presente investigación evaluó las correlaciones y el nivel predictivo entre las metas de realización y autorregulación del aprendizaje; verificó además sus diferencias con relación a la autopercepción del desempeño de los estudiantes. En el estudio participaron 404 universitarios de reciente ingreso (Medad = 19,62; DP = 4,870). Se aplicaron colectivamente un Cuestionario Sociodemográfico, Inventario de Procesos de Autorregulación del Aprendizaje-IPAA y Escala de Evaluación de la Motivación para el Aprendizaje-EMAPRE-U. Se identificó correlación entre el IPAA y la meta aprender (r = 0,24). Las metas aprender y la meta performance aproximación se mostraron predictores de las puntuaciones del IPAA. Los estudiantes con alta percepción de desempeño académico obtuvieron mayor promedio en la meta aprender y para aquellos con baja autopercepción la mayor media fue en la meta performance evitación.
Subject(s)
Humans , Male , Female , Adolescent , Adult , Students , Universities , Learning , MotivationABSTRACT
This is a transcultural study of a sample of Peruvian and Brazilian children using the Bender-Gradual Scoring System (B-SPG), which considers shape distortion as the only aspect to be analyzed, assuming that perceptual-motor maturity is independent of cultural context. The study verified that the scoring system has psychometric qualities such that it may be applied in another country. The sample consisted of 231 children, ages 6 to 10 yr., 108 from different districts of the province Lima in Peru, and 123 children from three states in Brazil. During test application, the figures were projected to children in groups. Scoring the protocols for errors was conducted by psychologists experienced in interpreting and correcting the Bender-SPG, who rigorously followed instructions in Portuguese and Spanish. The results obtained with Differential Item Functioning (DIF) analysis indicated that Figures 1 and 4 presented DIF, one favoring Brazilian children and the other Peruvian children. Thus, it was concluded that the overall scores did not favor either population and the Bender-SPG could be used to evaluate perceptual-motor maturity in both countries.
Subject(s)
Bender-Gestalt Test/standards , Cross-Cultural Comparison , Psychomotor Performance/physiology , Brazil , Child , Child Development/physiology , Female , Humans , Male , Peru , Psychometrics/instrumentationABSTRACT
El objetivo del presente estudio es comparar el desempeño en la Prueba Gestáltica Visomotriz de Bender - Sistema de Puntuación Gradual (B-SPG) en un grupo de niños peruanos en función a los datos ofrecidos por el manual brasilero de la prueba. Participaron 82 niños, de ambos sexos, con edades entre los 8 y 10 años (M = 9.21, DT = 0.83). Los niños provenían de los distritos de Pueblo Libre (43.9%) y Rímac (51.2%), de la provincia de Lima, así como también de Lima Metropolitana (4.9%). El B-SPG fue aplicado de forma colectiva. Los promedios de puntos obtenidos por los niños peruanos en el B-SPG fueron significativamente superiores a los obtenidos por los niños brasileros en cada una de las edades estudiadas. Se destaca la importancia de investigar evidencias de validez y de confiabilidad para que la prueba pueda ser usada de forma adecuada en el Perú, considerando las particularidades de desarrollo de los niños del país...
The objective of the study is to compare performance on the Bender Visual Motor Gestalt test - system of Gradual punctuation (B-SPG) in a group of Peruvian children in connection with the data provided by the Brazilian manual of the test. In this research 82 Peruvian children were involved, both sexes, with ages between 8 and 10 years (M = 9.21, DT = 0.83). The children came from the districts of Pueblo Libre (43.9%) and Rimac (51.2%) in the province of Lima, as well as from metropolitan Lima (4.9%). The B-SPG was collectively applied in the childrenÆs schools. The average points earned by the Peruvian children in the B-SPG were significantly higher than those obtained by Brazilian children in each one of the ages studied. It emphasizes the importance of investigating evidence of validity and reliability, so that, the test can be used appropriately in Peru, considering the peculiarities of the development of children in the country...
Subject(s)
Child , Cross-Cultural Comparison , Bender-Gestalt Test , Psychological Tests , PeruABSTRACT
Este estudio tuvo como objetivos investigar el ajuste del Test de Cloze al modelo Rasch y verificar la presencia de dificultad en la respuesta al ítem en razón del sexo de las personas (DIF). Participaron de la investigación 231 alumnos del 2º al 4º grado de la enseñanza primaria. Se utilizó el test de Cloze, que fue aplicado de forma colectiva. El instrumento se mostró ajustado al modelo Rasch. Fue posible observar una buena adecuación y un buen ajuste de los ítems en el outfit. En relación al DIF, apenas un ítem indicó diferenciar el sexo. Con base en los datos se concluyó que hubo un equilibrio en los sesgos ocurridos para varones y niñas.
The objective of this study was to investigate the adjustment of the cloze testing to the Rasch model and verify difficulties in response to the item related to gender (DIF). The sample consisted of 231 students from 2nd to 4th grade Primary Education. Data was collected by means of Cloze test which was collectively administered. The instrument was adjusted to Rasch Models. It was possible to identify in the outfit an adequate functioning of the items. In relation to the DIF, only one ítem indicated to differentiate by gender. Based on the data, it was concluded that there was a balance in the biases that have occurred for both boys and girls.
Subject(s)
Male , Female , Humans , Child , Comprehension , Education, Primary and Secondary , Reading , Psychological TestsABSTRACT
Differential Item Functioning (DIF) refers to items that do not function the same way for comparable members of different groups. The present study focuses on analyzing and classifying sex-related differential item functioning in the Bender Visual-Motor Gestalt Test. Subjects were 1,052 children attending public schools (513 boys, 539 girls, ages 6-10 years). The protocols were scored using the Bender Graduated Scoring System, which evaluates only the distortion criterion using the Rasch logistic response model. The scoring system fit the Rasch model, although two items were found to be biased by sex. When analyzing differential functioning of items for boys and girls separately, the number of differentially functioning items was equal.
