El valor subjetivo de la actividad físico-deportivaanálisis factorial confirmatorio y de la invarianza de la versión en castellano de un instrumento para su medida

  1. Lorena Revuelta Revuelra 1
  2. Iker Izar De La Fuente 1
  3. Naira Escalante Mateos 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Habilidad Motriz: revista de ciencias de la actividad física y del deporte

ISSN: 1132-2462

Año de publicación: 2023

Número: 61

Páginas: 6-19

Tipo: Artículo

Otras publicaciones en: Habilidad Motriz: revista de ciencias de la actividad física y del deporte

Resumen

Dada la importancia del valor subjetivo de la tarea en lo que a la conducta físico-deportiva respecta y la ausencia de instrumentos en lengua castellana para evaluar sus diferentes dimensiones, el objetivo del presente estudio, en el que participaron 927 adolescentes, 435 (46.92 %) hombres y 492 (53.08 %) mujeres, con edades comprendidas entre los 11 y los 19 años (M = 15.40; D.T. = 2.37), fue analizar la estructura factorial y su fiabilidad, validez e invarianza con respecto a las variables sexo y práctica físico-deportiva de una versión en castellano de un instrumento para su medida (Eccles et al., 2005). Los resultados apoyan la estructura factorial tridimensional del cuestionario y proporcionan evidencias en cuanto a la fiabilidad y validez de las diferentes dimensiones o subescalas del mismo. Asimismo, confirman que dicha estructura es equivalente tanto en función de la variable sexo como en función de la variable práctica deportiva y la invarianza de cargas factoriales, interceptos y varianzas de error.

Referencias bibliográficas

  • Arias, B. (2008). Desarrollo de un ejemplo de análisis factorial confirmatorio con Lisrel, AMOS y SAS. En M. A. Verdugo, M. Crespo, M. Badía y B. Arias (Eds.), Metodología en la investigación sobre discapacidad. Introducción al uso de las ecuaciones estructurales (pp. 75-120). INICO.
  • Atkinson, J. W. (1964). An introduction to motivation. Van Nostrand.
  • Antunes, C. y Fontaine, A. M. (2007). Gender differences in the causal relation between adolescents' maths self-concept and scholastic performance. Psychologica Belgica, 47(1-2), 71-94.
  • Bandura, A. (1994). Regulative function of perceived self-efficacy. En M. G. Rumsey, C. B. Walker y J. H. Harris (Eds.), Personal selection and classification (pp. 261-271). Erlbaum.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. Prentice Hall.
  • Barron, K. E. y Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. Psychology, 84, 261-271.
  • Bentler, P. M. y Dudgeon, P. (1996). Covariance structure analysis: Statistical practice, theory, directions. Annual Review of Psychology, 47, 563-592.
  • Boomsma, A., Hoyle, R. H. y Panter, A. T. (2012). The estructural equation modelling research report. En R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 341-358). Gildford Press.
  • Bouchard, C., Blair, S. N. y Haskell, W. L. (2007). Physical activity and health. Human Kinetics.
  • Carson, V., Hunter, S., Kuzik, N., Gray, C. E., Poitras, V. J., Chaput, J. P., Saunders, T. J., Katzmarzyk, P. T., Okely, A. D., Connor-Gorber, S., Kho, M. E., Sampson, M., Lee, H. y Tremblay, M. S. (2016). Systematic review of sedentary behavior and health indicators in school-aged children and youth: an update. Applied Physiology, Nutrition, and Metabolism, 41(6), 240-265.
  • Cheung, G. W. y Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
  • Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 32-47.
  • Dawes, N. P., Vest, A. y Simpkins, S. (2014). Youth Participation in Organized and Informal Sports Activities Across Childhood and Adolescence: Exploring the Relationships of Motivational Beliefs, Developmental Stage and Gender. Journal of Youth and Adolescence 43, 1374-1388.
  • Dickhäuser, O. y Stiensmeier-Pelster, J. (2002). Gender differences in computer work: Evidence for the model of achievement-related choices. Contemporary Educational Psychology, 27(3), 486-496.
  • Diamantopoulos, A. y Siguaw, J. A. (2000). Introducing LISREL. Sage publications. Dietrich, J., Viljaranta, J., Moeller, J., y Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47, 53-64. Domínguez-Lara, S. A. (2016). Secretos del coeficiente alfa. Actas Urológicas Españolas, 40(7), 471.
  • Durik, A. M., Vida, M. y Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382-393.
  • Eccles, J. S. (2005). Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices. En A. J. Elliot y C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 105- 121). The Guilford Press
  • Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. Eccles, J. S. (2011). Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. International Journal of Behavioral Development 35(3), 195-201.
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. y Midgley, C. (1983). Expectancies, values and academic behaviors. En J. T. Spence (Ed.), Achievement and Achievement Motives (pp. 75-146). W.H. Freeman.
  • Eccles, J. S., Barber, B. L., Updegraff, K. y O'Brien, K. M. (1998). An expectancy-value model of achievement choices: The role of ability self-concepts, perceived task utility and interest in predicting activity choice and course enrollment. En L. Hoffmann, A. Krapp, K. A. Renninger y J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon Conference on Interest and Gender (pp. 267-279). Institute for Science Education at the University of Kiel.
  • Eccles, J. S. y Harold, R. D. (1991). Gender differences in sport involvement: Applying the Eccles' expectancy-value model. Journal of Applied Sport Psychology, 3, 7-35.
  • Eccles, J. S., O’Neill, S. A. y Wigfield, A. (2005). Ability self-perceptions and subjective task values in adolescents and children. En K. A. Moore y L. H. Lippman (Eds.), What do Children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 237-249). Springer Science.
  • Eccles, J. S. y Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eccles, J. S. y Wigfield, A. (2020). From expectancy-value theory to situated expectancyvalue theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61(4), 1-13.
  • Eccles, J., Wigfield, A., Harold, R. D. y Blumenfeld, P. (1993). Age and Gender Differences in Children’s Self- and Task Perceptions during Elementary School. Child Development, 64(3), 830-847.
  • Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J. y Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(98), 1-21.
  • Feather, N. T. (1982). Expectancy-value approaches: Present status and future directions. En N. T. Feather (Ed.), Expectations and Actions: Expectancy-Value Models in Psychology (pp. 395-420). Erlbaum.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D. y Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
  • Fortier, M. D., Katzmarzyk, P. T., Malina, R. M. y Bouchard. C. (2001). Seven-year stability of physical activity and musculoskeletal fitness in the Canadian population. Medicine and Science in Sports and Exercise, 33(11), 1905-1911.
  • Fredricks, J. A. y Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence. Developmental Psychology, 38(4), 519-533.
  • Fredricks, J. A. y Eccles, J. S. (2004). Parental influences on youth involvement in sports. En M. R. Weiss (Ed.), Developmental sport and exercise psychology. A lifespan perspective (pp. 145-164). Fitness Information Technology.
  • Fredricks, J. A. y Eccles, J. S. (2005). Family socialization, gender, and sport motivation and involvement. Journal of Sport and Exercise Psychology, 27, 3-31.
  • Frías-Navarro, D. (2021). Apuntes de consistencia interna de las puntuaciones de un instrumento de medida. https://www.uv.es/friasnav/AlfaCronbach.pdf
  • Gaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U. y Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677.
  • Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U. y Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84.
  • Gibbs, B. B., Hergenroeder, A. L., Katzmarzyk, P. T., Lee, I. M. y Jakicic, J. M. (2015). Definition, measurement, and health risks associated with sedentary behavior. Medicine and Science in Sports and Exercise, 47(6), 1295-1300.
  • Guo, J., Eccles, J. S., Sortheix, F. M. y Salmela-Aro, K. (2018). Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology, 9, 1-15.
  • Guo, J., Parker, P. D., Marsh, H. W. y Morin, A. J. (2015) Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology, 51(8), 1163-1176.
  • Guthold, R., Stevens, G. A., Riley, L. M. y Bull, F. C. (2018). Worldwide trends in insufficient physical activity from 2001 to 2016: a pooled analysis of 358 population-based surveys with 1.9 million participants. The Lancet Global Health, 6(10), 1077- 1086.
  • Hair, J., Black, W., Babin, B., Anderson, R. y Tatham, R. (2006) Multivariate Data Analysis. Pearson Prentice Hall.
  • Hills, A. P., Dengel, D. R. y Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 57(4), 368-374.
  • Hulleman, C., Durik, A., Scheweigert, S. B. y Harackiewicz, J. M. (2008). Task Values, Achievement Goals, and Interest: An Integrative Analysis. Journal of Educational Psychology 100(2), 398-416. Hulleman, C., Godes, O., Hendricks, B. L. y Harackiewicz, J. M. (2010). Enhancing Interest and Performance with a Utility Value Intervention. Journal of Educational Psychology, 102(4), 880-895.
  • Hulleman, C. S. y Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Sciencie, 326(5958), 1410-1412.
  • Inchley, J., Kirby, J. y Currie, C. (2011). Longitudinal changes in physical self-perceptions and associations with physical activity during adolescence. Pediatric Exercise Science, 23, 237-249. International Society for Physical Activity and Health (2016). The Bangkok Declaration on Physical Activity for Global Health and Sustainable Development. Brazil Journal Sports Medicine, 51, 389- 391.
  • Jackson, G. R., Gottlieb, J. J., McNaughtan, J. y Eicke, D. (2022). The role of outcome expectations and subjecktive task value in selecting a STEM major among women and men: implications for practice and defining STEM. Journal of Women and Minorities in Science and Engineering, 28(6), 1-26.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S. y Wigfield, A. (2002). Changes in children's self-competence and values: gender and domain differences across grades one through twelve. Children Development, 73, 509-527.
  • Jaju, A. y Crask, M. R. (1999). The perfect design: optimization between reliability, validity, redundancy in scale items and response rates. American Market Association, 10, 127-131.
  • Jekauc, D., Wagner, M. O., Herrmann, C., Hegazy, K. y Wol, A. (2017). Does Physical Self-Concept Mediate the Relationship between Motor Abilities and Physical Activity in Adolescents and Young Adults? Plos One, 12(1), 1-18.
  • Jöreskog, K. G. (1993). Testing structural equation models. En K. A. Bollen y J. S. Lang (Eds.), Testing structural equationmodels (pp. 294-316). Sage.
  • Kimm, S., Glynn, N., Kriska, A., Barton, B., Kronsberg, S., Daniels, S., Crawford, P., Sabry, Z. y Liu, K. (2002). Decline in physical activity in black girls and white girls during adolescence. New England Journal of Medicine, 347, 709-715.
  • Kjonniksen, L., Anderssen, N. y Wold, B. (2009). Organized youth sport as a predictor of physical activity in adulthood. Scandinavian Journal of Medicine and Science in Sports, 19(5), 646-654.
  • Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4ª ed.). The Guilford Press.
  • Kosovich, J. J., Hulleman, C., Barron, J. M. y Getty, S. (2015). A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School. The Journal of Early Adolescence 35(5), 790-816.
  • Lauermann, F., Tsai, Y.-M. y Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors. Developmental Psychology, 53(8), 1540-1559.
  • Loewenthal, K. M. (1996). An introduction to psychological tests and scales. UCL Press Limited.
  • Marsh, H. W. y Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59-77.
  • Meneses, M. y Ruiz-Juan, F. (2017). Estudio longitudinal de los comportamientos y el nivel de actividad físico-deportiva en el tiempo libre en estudiantes de Costa Rica, México y España. Retos, 31, 219-226.
  • Muñiz, J. y Hambleton, R. K. (1996). Directrices para la traducción y adaptación de tests. Papeles del Psicólogo, 66, 63-70.
  • Musu-Gillette, L. E., Wigfield, A., Harring, J. R. y Eccles, J. S. (2015). Trajectories of change in students’ self-concepts of ability and values in math and college major choice. Educational Research and Evaluation, 21(4), 343-370.
  • Nunnally, J. C. y Bernstein, I. J. (1995). Teoría psicométrica. McGrawHill Latinoamericana.
  • Ortega, R. M., López-Sobaler, A. M., Aparicio, A., González, L. G., Navia, B., Perea, J. M., Pérez, N., Dal Re, M. A., Villar, C., Santos, S. y Labrado, E. (2016). Estudio ALADINO 2015: Estudio de vigilancia del crecimiento, alimentación, actividad física, desarrollo infantil y obesidad en España. 2015. Ministerio de Sanidad, Servicios Sociales e Igualdad. Agencia Española de Consumo, Seguridad Alimentaria y Nutrición.
  • Pérez, T., Dai, T., Kaplan, A., Cromley, J. G., Brooks, W. D., White, A. C., Mara, K. R. y Balsai, M. (2019). Interrelations among expectancies, task values and perceived costs in undergraduate biology achievement. Learning and Individual Differences, 72, 26-38.
  • Pintrich, P. R. y Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. En A. Wigfield y J. S. Eccles (Eds.), Development of achievement motivation (pp. 27-46). Academic Press.
  • Priess-Groben, H. A. y Shibley, J. S. (2017). Implicit theories, expectancies, and values predict mathematics motivation and behavior across high school and college. Journal of Youth and Adolescence, 46, 1318-1332.
  • Revuelta, L., Rodríguez-Fernández, A., Arias, B. y Zuazagoitia, A. (2018). Factores personales y contextuales implicados en la motivación físicodeportiva adolescente: Un estudio a partir del modelo de elección de logro. Cuadernos de Psicología del Deporte, 18(2), 228-238.
  • Shang, C., Moss, A. C. y Cheng, A. (2023). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1), 52-64.
  • Simpkins, S. D., Davis-Kean, P. E. y Eccels, J. S. (2006). Math and Science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
  • Steenkamp, J. B. y Baumgartner, H. (1998). Assessing measurement invariance in crossnational research. Journal of Consumer Research, 25, 78-90.
  • Streiner, D. L. (1994). Figuring out factors: The use and misuse of factor analysis. The Canadian Journal of Psychiatry, 39(3), 135-140.
  • Timmerman, H. L., Toll, S. W.M. y Van Luit, J. E. H. (2017). The relation between math selfconcept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents. Psychology, Sociey, and Education, 9(1), 89-103.
  • Wigfield, A. y Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35.
  • Wigfield, A. y Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
  • Wigfield, A. y Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68-81.
  • Wigfield, A., Tonks, S. y Klauda, S. L. (2009). Expectancy-value theory. En K. R. Wentzel y A.
  • Wigfield (Eds.), Handbook of motivation at school (pp. 55-76). Lawrence Erlbaum Associates