%0 Journal Article
%T Validaci¨®n de una nueva Escala de Expectativas de Resultados y Metas de Rendimiento para Matem¨¢tica
%A Cupani
%A Marcos
%J Interdisciplinaria
%D 2010
%I Scientific Electronic Library Online
%X lent and brown (2006) suggest guidelines for creating and adapting assessment tools based on the social cognitive career theory (scct -lent, brown, & hackett, 1994). in the last years, this theory has been the subject of substantial research, both basic and theoretical. the authors indicate that any assessment of scct should: (a) contextualize measures to make sure they are grounded in a particular, domain-specific context, (b) be reasonably comprehensive in sampling the domain, designing multifaceted measures when the criterion is correspondingly complex, and (c) ensure compatibility between predictors and criteria along key dimensions, including content, context, temporal orientation, and level of specificity. additionally, it is important to use reliable and valid tests. without sound measures, it is difficult, if not impossible, to establish whether theory-discrepant findings are attributable to problems with the theory, flaws in operationalizing it, or both. in argentina, cupani and gnavi (2007) assessed a model of academic performance in mathematic, based on the scct. cupani and gnavi adapted the subscales for mathematic outcome expectancies and performance goals of the middle school self-efficacy scale (fouad, smith, & enochs, 1997). results indicated that the goals subscale has a simple factor structure with adequate internal consistence, although it did not predict academic performance in mathematic. moreover, the subscale for mathematics outcome expectancies showed low internal consistence and some of its items did not transfer well to our cultural setting. therefore, two follow-up studies were carried out to improve the psychometric properties of both scales. the first study employed two focus groups (n per group = 8) and aimed at generating ideas on the student's expectations of results and goals on academic achievement in our cultural setting. the information gathered was used to write 7 new items for the goals subscale and 12 items for the outcome expe
%K outcome expectancies
%K performance goals
%K academic achievement.
%U http://www.scielo.org.ar/scielo.php?script=sci_abstract&pid=S1668-70272010000100008&lng=en&nrm=iso&tlng=en