El cuestionario de autoeficacia en malayo para situaciones escolares: Desarrollo, confiabilidad y validez entre adolescentes tempranos en la escuela primaria
El cuestionario de autoeficacia en malayo para situaciones escolares: Desarrollo, confiabilidad y validez entre adolescentes tempranos en la escuela primaria
Contenido principal del artículo
Resumen
La baja autoeficacia percibida (AP) para responder a situaciones relacionadas con la escuela se considera asociada con el rechazo escolar. Este estudio examinó la validez y confiabilidad de la versión malaya del Cuestionario de autoeficacia para situaciones escolares (SEQ-SS) entre adolescentes tempranos en Kota Bharu. La versión en inglés del SEQ-SS de 25 ítems se tradujo al malayo. Empleando un diseño transversal, los estudiantes (10-11 años) de cinco escuelas primarias públicas seleccionadas al azar fueron reclutados a través de un muestreo de grupo proporcional. Doscientos quince estudiantes, 65% mujeres, con una edad promedio de 10.3 años (SD=0.5), completaron la SEQ-SS versión malaya. La validez se examinó con análisis factorial exploratorio (AFE). El alfa de Cronbach se utilizó para determinar la consistencia interna. Se utilizaron promedios y desviaciones estándar para describir las puntuaciones totales y subescala. Los análisis de AFE conservaron 19 elementos que se agruparon en cuatro factores: "AP en situaciones socialmente desafiantes", "AP en situaciones personalmente desafiantes", "AP en situaciones de separación" y "AP en situaciones de desvinculación de la escuela". Las consistencias internas fueron bajas, se acercaron a moderadas, con valores alfa de Cronbach entre 0,64 y 0,69. La solución de cuatro factores de la SEQ-SS malaya parece permitir la identificación de dominios específicos de baja AP que podrían informar a las intervenciones individualizadas dirigidas a los adolescentes en la escuela primaria. Palabras clave: Autoeficacia, desarrollo de instrumento, malayo, validez, fiabilidad.
Citas
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Behavioral Practice, 26, 1-7. doi: 10.1016/j.cbpra.2018.12.003
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The involvement of teenagers in social problems at low cost housing areas. Social Sciences
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(Vol. 4, pp. 71-81). New York: Academic Press.
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affective self?regulatory efficacy in diverse spheres of psychosocial functioning. Child
Development, 74(3), 769-782. doi: 10.1111/1467-8624.00567
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cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
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Malaysia and the United States. The Journal of Social Psychology, 132(4), 487-495.
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1289-1303. https://doi.org/10.1037/a0025626
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school. School Psychology International, 31(2), 115-130.
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in evaluating injury prevention interventions: Part 2. Design effect, sample size
calculations and methods for analysis. Injury Prevention, 16(2), 132-136. doi:
10.1136/ip.2009.023127
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about the legitimacy of parental authority and their own obligation to obey: A longitudinal
investigation. Child Development, 79(4), 1103-1118. doi: 10.1136/ip.2009.023127
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among early adolescents: Perspectives of different actors. International Education Studies,
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Fabrigar, L.R., Wegener, D.T., MacCallum, R.C. & Strahan, E.J. (1999). Evaluating the use of
exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-
299. doi: 10.1037/1082-989X.4.3.272
Fleming, M. (2005). Adolescent autonomy: Desire, achievement and disobeying parents between
early and late adolescence. Australian Journal of Educational and Developmental
Psychology, 5, 1-16.
Gardano, A.C. (1998). Risk and resiliency factors among culturally diverse families: Implications
for family psychopathology. In L. l’Abate (Ed.), Family psychopathology: The relational
roots of dysfunctional behavior (pp. 94-124). New York: Guilford Press.
Gottfried, M.A. (2014) Chronic absenteeism and its effects on students’ academic and
socioemotional outcomes. Journal of Education for Students Placed at Risk, 19(2), 53-75.
doi: 10.1080/10824669.2014.962696
Gupta, M. & Lata, P. (2014). Absenteeism in schools: A chronic problem in the present time.
Educationia Confab, 3(1), 11-16.
Hair, J., Black, W., Babin, B., & Anderson, R. (2014). Exploratory factor analysis. In Multivariate
data analysis (pp. 89-149) Harlow: Pearson.
Havik, T., Bru, E., & Ertesvåg, S.K. (2015). Assessing reasons for school non-attendance.
Scandinavian Journal of Educational Research, 59(3), 316-336. doi:
10.1080/00313831.2014.904424
Hersov, L.A. (1960). Refusal To Go To School. Journal of Child Psychology and Pychiatry, 1(2),
137-145. doi: 10.1111/j.1469-7610.1960.tb01988.x
Heyne, D. (2006). School refusal. In J.E. Fisher, & W. T. O'Donohue (Eds.). Practitioner’s guide
to evidence-based psychotherapy (pp. 600-619). New York, NY, US: Springer Science
+ Business Media. doi: 10.1007/978-0-387-28370-8_60
Heyne, D. (2019). Developments in classification, identification, and intervention for school
refusal and other attendance problems: Introduction to the special series. Cognitive and
Behavioral Practice, 26, 1-7. doi: 10.1016/j.cbpra.2018.12.003
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiating among
school attendance problems: Why and how? Cognitive and Behavioral Practice, 26(1),
8-34. doi: 10.1016/j.cbpra.2018.03.006
Heyne, D., King, N., Tonge, B., Rollings, S., Pritchard, M., Young, D., & Myerson, N. (1998).
The self-efficacy questionnaire for school situations: Development and psychometric
evaluation. Behaviour Change, 15(1), 31-40. doi: 10.1017/S081348390000588X
Heyne, D., Maric, M., Kaijser, J., Duizer, L., Sijtsma, C., & Van der Leden, S. (2007).
Self-Efficacy Questionnaire for School Situations—Dutch version. Unpublished measure.
Leiden, the Netherlands: Leiden University.
Heyne, D., Sauter, F., & Maynard, B.R. (2015). Moderators and mediators of treatments for youth
with school refusal or truancy. In M. Maric, P. J. Prins, & T. H. Ollendick, T. H. (Eds.),
Moderators and mediators of youth treatment outcomes (pp. 230-266). New York, NY,
US: Oxford University Press.
Inglés, C.J., Gonzálvez-Maciá, C., García-Fernández, J.M., Vicent, M., & Martínez-Monteagudo,
M.C. (2015). Current status of research on school refusal. European Journal of Education
and Psychology, 8(1), 37-52. http://dx.doi.org/10.1016/j.ejeps.2015.10.005
Kaiser, H.F. (1960). The application of electronic computers to factor analysis. Educational and
Psychological Measurement, 20(1), 141-151. doi: 10.1177/001316446002000116
Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: A contemporary
review. Clinical Psychology Review, 28(3), 451-471. doi: 10.1016/j.cpr.2007.07.012
Kelantan Education Department. (2015). Full Report Statistics MAP. Retrieved from:
http://jpnkelantan.moe.gov.my/v1/index.php/component/content/article?id=148 [Accessed
9 October].
Keshavarz, S., & Baharudin, R. (2009). Parenting style in a collectivist culture of Malaysia.
European Journal of Social Sciences, 10(1), 66-73.
King, N.J., Tonge, B.J., Heyne, D., Pritchard, M., Rollings, S., Young, D., Myerson, N., &
Ollendick, T.H. (1998). Cognitive?behavioral treatment of school?refusing children: A
controlled evaluation. Journal of the American Academy of Child and Adolescent
Psychiatry, 37(4), 395-403. doi: 10.1097/00004583-199804000-00017
Maric, M., Heyne, D., MacKinnon, D., Van Widenfelt, B., & Westenberg, P. (2013). Cognitive
mediation of cognitive-behavioural therapy outcomes for anxiety-based school refusal.
Behavioural and Cognitive Psychotherapy, 41(05), 549-564.
doi: 10.1017/S1352465812000756
McShane, G., Walter, G., & Rey, J.M. (2001). Characteristics of adolescents with school refusal.
Australian and New Zealand Journal of Psychiatry, 35(6), 822-826.
doi: 10.1046/j.1440-1614.2001.00955.x
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