Initial study of the psychometric properties of the motivational scales of the PALS (Patterns of Adaptive Learning Scales) focusing on the student;Estudio inicial de las propiedades psicométricas de las escalas motivacionales del PALS (Patterns of Adaptive Learning Scales) centradas en el alumno

Estudios Pedagogicos

Volumn 42, Issue 3, 2016, Pages 391-412

  Torrano, Fermín ^a   González Torres, María Carmen ^b  

^a UNIVERSIDAD INTERNACIONAL DE LA RIOJA   (Spain)

^b UNIVERSITY OF NAVARRA   (Spain)

Author keywords

Academic motivation; Achievement goal; PALS; Validation study

Indexed keywords

EID: 85012049750     PISSN: 0716050X     EISSN: 07180705     Source Type: Journal    
DOI: 10.4067/s0718-07052016000400021     Document Type: Article

References (75)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. doi:10.1037//0022-0663.84.3.261
2. Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269-298. doi:10.1006/ceps.1996.0926
3. Anderman, E. M., & Wolters, C. (2006). Goals, values, and affects: influences on student motivation. En P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (pp. 369-389). New York: Simon y Schuster/Macmillan. doi:10.4324/9780203874790. ch17
4. Anderman, E. M., Urdan, T., & Roeser, R. (2003). The Patterns of Adaptive learning Survey: History, development and psychometric properties. Indicators of Positive Development Conference, Washington.
5. Anderman, L. H., & Anderman, E. M. (1999). Social predictors of change in student's achievement goal orientation. Contemporary Educational Psychology, 23, 21-37.
6. Arbuckle, J. L. (2010). IBM SPSS Amos 19 User's Guide. Chicago, IL: SPSS.
7. Atkinson J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
8. Barron, K. E., & Harackiewicz, J. M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39, 357-374. doi:10.1016/j. ijer.2004.06.004
9. Blanco, L.J. (2012). Influencias del dominio afectivo en la enseñanza y el aprendizaje de las matemáticas. En N. Planas (Coord.), Teoría, crítica y práctica de la educación matemática (pp. 171-185). Barcelona: Graó.
10. Brophy, J. (2005). Achievement goal researchers should move on from performance goals. Educational Psychologist, 40(3), 167-176.
11. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
12. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. En K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage. doi:10.1177/0049124192021002005
13. Butler, D. L., Schnellert, L., & Cartier, S. C. (2013). Layers of self-and co-regulation: Teachers' co-regulating learning and practice to foster students' self-regulated learning through reading. Education Research International. doi:10.1155/2013/845694
14. Cheng, R. W., & Lam, S. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38, 136-148. doi:10.1016/j. cedpsych.2013.01.001
15. Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performanceapproach and performance avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33, 813-827.
16. Daura, F. (2011). Las estrategias docentes al servicio del desarrollo del aprendizaje autorregulado. Estudios pedagógicos, 37(2), 77-88.
17. De la Fuente, J. (2004). Perspectivas recientes en el estudio de la motivación: la teoría de la orientación de meta. Revista Electrónica de Investigación Psicoeducativa, 2, 35-62.
18. Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264. doi:10.1007/s11409-008-9029-x
19. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. doi:10.1037//0003-066X.41.10.1040
20. Elliot, A. J., & Church, M. A. (1997). A Hierarchical model of approach and avoidance achievement Motivation. Journal of Personality and Social Psychology, 72, 218-232. doi:10.1037/0022-3514.72.1.218
21. Elliot, A. J., & McGregor, H. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
22. Elliot, A. J., & Moller, C. (2003) Performance-approach goals: good or bad forms of regulation? International Journal of Educational Research, 39, 339-356. doi:10.1016/j. ijer.2004.06.003
23. González-Cabanach, R., Valle, A. Rodríguez, S., García, M., & Mendiri, P. (2007). Programa de intervención para mejorar la gestión de los recursos motivacionales en estudiantes universitarios. Revista Española de Pedagogía, 237, 237-256.
24. González-Torres, M. C. (1997). La motivación académica. Sus determinantes y pautas de intervención. Pamplona: EUNSA.
25. González-Torres, M. C., & Torrano, F. (2008). Methods and instruments for measuring self-regulated learning. En A. Valle y J. C. Núñez (Eds.), Handbook of instructional resources and their applications in the classroom (pp. 201-219). Hauppauge, NY: Nova Science.
26. González-Torres, M. C., & Torrano, F. (2013). Perfiles de motivación y rendimiento académico en matemáticas en estudiantes de educación secundaria: Utilidad del Patterns of Adaptive Learning Scales (PALS). En V. Mellado, L.J. Blanco, A.B. Borrachero y J.A. Cárdenas (Eds.), Las Emociones en la Enseñanza y el Aprendizaje de las Ciencias Experimentales y las Matemáticas (pp. 177-215). Badajoz: DEPROFE.
27. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
28. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. E., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645. doi:10.1037/0022-0663.94.3.638
29. Harackiewicz, J. M., Durik, A.M., Barron, K.E., Linnenbrink, L., & Tauer, J. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105-122. doi:10.1037/0022-0663.100.1.105
30. Hershkovitz, A., Baker, R.S., Gobert, J., Wixon, M., & Sao Pedro, M. (2013). Discovery with models: A case study on carelessness in computer-based science inquiry. American Behavioral Scientist, 57, 1479-1498.
31. Hoffman, R. L., Hudak-Rosander, C., Datta, J., Morris, J. B., & Kelz, R. R. (2014). Goal orientation in surgical residents: a study of the motivation behind learning. Journal of Surgical Research, 190, 451-460. doi:10.1016/j. jss.2014.01.005
32. Hulleman, C.S., Durik, A.M., Schweigert, S.A., & Harackiewicz, J.M. (2008). Task values, achievement goals, and interest. Journal of Educational Psychology, 100, 398-416.
33. Jöreskog, K. G. (1969). A General approach to confirmatory maximum likehood factor analysis. Psychometrika, 34, 183-202.
34. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184. doi:10.1007/s10648-006-9012-5
35. Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435. doi:10.1006/ceps.1997.0943
36. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213.
37. Linnenbrink, E. A., & Pintrich P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading Writing Quarterly, 19, 119-137.
38. Madjar, N., Bachner, Y. G., & Kushnir, T. (2011). Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students? BMC Medical Education, 12(4). doi:10.1186/1472-6920-12-4
39. Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. En K. R. Wentzel y A. Wigfield (Eds.), Handbook of motivation in school (pp. 77-104). New York: Taylor & Francis.
40. Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structures, student motivation, and academic achievement. Annual Review of Psychology, 57, (pp. 487-503). Chippewa Fall, WI: Annual Reviews. doi:10.1146/annurev. psych.56.091103.070258
41. Midgley, C. (Ed.). (2002). Goals, goal structure and pattern of adaptive learning. Mahwah, NJ: Lawrence Erlbaum.
42. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 9, 77-86. doi:10.1037/0022-0663.93.1.77
43. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan. Recuperado de: http://www.umich.edu/~pals/pals/PALS%202000_V13Word97. pdf
44. Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75. doi:10.1006/ceps.2000.1041
45. Muis, K. R., & Winne, P. H. (2012). Assessing the psychometric properties of the achievement goals questionnaire Across Task Contexts. Canadian Journal of Education, 35, 232-248.
46. Negru, O., & Damian, L. (2010). Personal and classroom promoted achievement goals: Interdependence between students and teachers. Cognition, Brain, Behavior, 14, 81-99.
47. Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting selfregulated learning: A pattern-oriented approach. In P. Nenniger, R. S. Jager, & M. Wosnitza (Eds.), Advances in Motivation (pp. 32-42). Landau: Verlag Empirische Padagogik.
48. Norusis, M. (2011). IBM SPSS Statistics 19: Guide to data analysis. Chicago, IL: SPSS.
49. Patrick, H., Anderman, L. H., & Ryan, A. M. (2002). Social motivation and the classroom social environment. En C. Midgley (Ed.), Goals, Goal Structure and Pattern of Adaptative Learning (pp. 85-108). Mahwah, NJ: Lawrence Erlbaum.
50. Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98.
51. Pintrich, P. R., Smith, D., García, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: University of Michigan.
52. Putwain, D. (2013). Conceptualizing and measuring academic motivation. Assessment and Development Matters, 5, 26-29.
53. Roces, C., Tourón, J., & González-Torres, M. C. (1995). Validación preliminar del CEAM II. Psicológica, 16, 347-366.
54. Rosario, P., Núñez, J. C., Trigo, L., Guimaraes, C., Fernández, E., Cerezo, R., Fuentes, S. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research & Development, 34, 173-187. doi:10.1080/07294360.2014.935932
55. Ross, M. E., Blackburn, M., & Forbes, S. (2005). Reliability generalization of the Patterns of Adaptive Learning Survey goal orientation Scales. Educational and Psychological Measurement, 65, 451-464. doi:10.1177/0013164404272496
56. Sarabia, A., & Iriarte, C. (2011). El aprendizaje de las matemáticas: ¿qué actitudes, creencias y emociones despierta esta materia en los alumnos? Pamplona: EUNSA.
57. Schunk, D. H., & Zimmerman, B. J. (2007). Motivation and self-regulated learning: Theory, research, and applications. Mahwah, NJ: Lawrence Erlbaum.
58. Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26-47.
59. Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81
60. Smith, L., & Sinclair, K. E. (2005) Empirical evidence for multiple goals: A gender-based, senior high school student perspective. Australian Journal of Educational & Developmental Psychology, 5, 55-70.
61. Strobel, K. (2010). Practices that promote Middle School students' motivation and achievement. John W. Gardner Center for Youth and Their Communities Stanford School of Education.
62. Torrano, F., & González-Torres, M. C. (2004). El aprendizaje autorregulado: presente y futuro de la investigación. Revista Electrónica de Investigación Psicoeducativa, 2, 1-34.
63. Tourón, J., Lizasoain, L., & Sobrino, A. (2014). Análisis del impacto del feedback en las prácticas docentes de los profesores españoles del estudio TALIS 2013. Informe español: TALIS 2013. Estudio Internacional de la enseñanza y el aprendizaje. Análisis Secundario (pp. 229-246). Madrid: Instituto Nacional de Evaluación Educativa.
64. Tourón, J., y Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela. Revista de Educación, 368, 196-231. doi:10.4438/1988-592X-0034-8082-RE
65. Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94, 88-106.
66. Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251-264. doi:10.1037/0022-0663.96.2.251
67. Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology 44, 331-349. doi:10.1016/j. jsp.2006.04.003
68. Valle, A., Rodríguez, S., Cabanach, R. G., Núñez, J. C., González-Pienda, J. A., & Rosario, P. (2009). Metas académicas: perspectiva histórica y conceptual e implicaciones educativas. Electronic Journal of Research in Educational Psychology, 7, 1073-1106.
69. Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H y H Publishing.
70. Wentzel, K. R. (2003). School adjustment. En W. M. Reynolds & G. E. Miller (Eds.), Handbook of Psychology: Educational Psychology (Vol. 7, pp. 235-258). Hoboken, NJ: Wiley.
71. Winne, P. H. (en prensa). Self-regulated learning. En J. D. Wright (Ed.), International encyclopedia of social & behavioral sciences (2nd ed.). Elsevier: Oxford, UK.
72. Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1-35.
73. Wolters C. (2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychologist, 96, 236-250.
74. Zimmerman, B. J. (2008). Investigating self-regulation and Motivation: Historical Background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.
75. Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York: Routledge.