A Scale Assessing Social Academic Participation in Class for University Students
Keywords:
academic social participation, academic social self-efficacy, assessmentAbstract
An instrumental study was carried out, with the purpose of developing a scale for assessing academic social participation (ASP) in class in university students, and testing its psychometric properties. Students from two national universities answered the ASP scale’s items online, along with a scale assessing academic social self-efficacy. Exploratory factorial analysis was applied, obtaining a three dimensional scale (including academic help seeking - AHS-, work with peers -WP-, and autonomous contribution -AC-). All three dimensions were different but significantly correlated (p < .01; r ranging from .14 to .41), which allows to admit academic social participation as a unified construct. Internal consistency values for all three scales (AHS α = .83; WP α = .81; AC α = .91) and the complete scale (ASP α = .88) indicate a good reliability. Correlations between sub scales and academic social self-efficacy partially support construct validity. Further studies are recommended to provide additional support on this psychometric property. Also, more specific analyses are suggested to elucidate the studied behaviors' natures.Downloads
References
Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2012).Transactional Associations between
Classroom Engagement and Relations with Teachers from First through Fourth Grade.
Learning and Instruction, 23, 1-9. doi: 10.1016/j.learninstruc.2012.09.003
Bandura, A. (1986). Social Foundations of Thought and Action. New Jersey: Prentice-Hall, Inc.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. (p. 3). New York: Freeman.
Betts, J. (2012). Issues and Methods in the Measurement of Student Engagement: Advancing the Construct through Statistical Modeling. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 783-804). doi: 10.1007/978-1-4614-2018-7
Buhs, E. S., & Ladd, G. W. (2001). Peer Rejection as an Antecedent of Young Children’s School Adjustment: An Examination of Mediating Process. Developmental Psychology, 37(4), 550-560. doi: 10.1037//0012-1649.37.4.550
Caballo, V. (2000). Manual de de Evaluación y Entrenamiento en Habilidades Sociales.
España: Siglo XXI.
Capella, E., Kim, H. Y., Neal, J. W., Jackson, D. R. (2013). Classroom Peer Relationships and Behavioral Engagement in Elementary School: the Role of Social Network Equity. American Journal of Community Psychology, 52(3-4), 367-379. doi: 10.1007/s10464- 013-9603-5
Cattell, R. (1966). The Scree Test for the Number of Factors. Multivariate Behavioral Research, 1(2), 141-161. doi: 10.1207/s15327906mbr0102_10
Cater, M., & Jones, K. Y. (2014). Measuring Perceptions of Engagement in Teamwork in Youth Development Programs. Journal of Experiential Education, 37(2), 176-186. doi: 10.1177/1053825913503114
Dominino, M., Castellaro, M. A., & Roselli, N. (2011). El Contenido Epistémico de dos tipos de Estudios Universitarios y el Tamaño de la Clase en relación con Variables Objetivas. Revista Mexicana de Investigación Educativa, 16(49), 625-647. Recuperado de http://www.scielo.org.mx/pdf/rmie/v16n49/v16n49a13.pdf
Federici, R. A., & Skaalvik, E. M. (2014). Student's Perception of Instrumental Support and Effort in Mathematics: the Mediating Role of Subjective Task Values. Social Psychology of Education, 17(3), 527-540. doi: 10.1007/s11218-014-9264-8
Finn, J. D. (1989). Withdrawing from School. Review of Educational Research, 59(2), 117- 142. doi: 10.2307/1170412
Finn, J. D., & Zimmer, K. S. (2012). Student Engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97-131). doi: 10.1007/978-1-4614-2018-7
Forero, C. G, Maydeu-Olivares, A., & Gallardo-Pujol, D. (2009). Factor Analysis with Ordinal Indicators: A Monte Carlo Study Comparing DWLS and ULS Estimation. Structural Equation Modeling, 16(4), 625-641. doi: 10.1080/10705510903203573
Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. H. (March, 2003). School Engagement. Paper presented at the Indicators of Positive Development Conference, Child Trends, March 11th -13th.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. doi: 10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student Engagement, Context, and Adjustment: Addressing Definitional, Measurement, and Methodological Issues. Learning and Instruction, 43(1), 1-4. doi: 10.1016/j.learninstruc.2016.02.002
Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2011). From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Research in Higher Education, 53(2), 229-261. doi: 10.1007/s11162-011-9247-y
George, D., & Mallery, P. (2007). SPSS for Windows: Step by step 14.0 update (7 ed.). Boston: Allyn & Bacon.
Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective. Journal of Adolescence 35(1), 1111– 1122. doi: 10.1016/j.adolescence.2012.02.016
Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A Measure of College Student Course Engagement. The Journal of Educational Research, 98(3), 184-192. doi: 10.3200/joer.98.3.184-192
Hipkins, R. (2012). The Engaging Nature of Teaching for Competency Development. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 441-456). doi: 10.1007/978-1-4614-2018-7
Hughes, J. N., Wu, W., & West, S. G. (2011). Teacher Performance Goal Practices and Elementary Students’ Behavioral Engagement: a Developmental Perspective. Journal of School Psychology, 49(1), 1-23. doi:10.1016/j.jsp.2010.09.003
IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.
Jang, H., Kim, E. J., Reeve, J. (2012). Longitudinal Test of Self-Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology, 104(4), 1175-1188. doi: 10.1037/a0028089
Jimerson, S. R., Campos, E., & Greif, J. L. (2003).Toward an Understanding of Definitions and Measures of School Engagement and Related Terms. The Californian School Psychologist, 8(1), 7-27. doi: 10.1007/bf03340893
Johnson, M. L.; Sinatra, G. M. (2013). Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. Contemporary Educational Psychology, 38(1), 51-63. doi: 10.1016/j.cedpsych.2012.09.003
Juvonen, J., Espinoza, G., & Knifsend, C.(2012). The Role of Peer Relationships in Student Academic and Extracurricular Engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 387-402). doi: 10.1007/978-1-4614-2018-7
Kaiser, H. F. (1960). The Application of Electronic Computers to Factor Analysis. Educational and Psychological Measurement, 20, 141-151. doi: 10.1177/001316446002000116
Karabenick, S. A. (2003) Seeking Help in Large College Classes: A Person-Centered Approach. Contemporary Educational Psychology, 28(1), 37-58. doi: 10,1016/s0361- 476x(02)00012-7
Karabenick, S. A., & Knapp, J. R. (1988). Help Seeking and the Need for Academic Assistance. Journal of Educational Psychology, 80(3), 406-408.
Kember, D., Leung, D. Y. P. (2009) Development of a Questionnaire for Assessing Students’ Perceptions of the Teaching and Learning Environment and its Use in Quality Assurance. Learning Environments Research, 12(1), 15-29. doi: 10.1007/s10984-008- 9050-7
Kindermann, T. A., McCollam, T., & Gibson, E. (1996). Peer Networks and Student’s Classroom Engagement during Childhood and Adolescence. In J. Juvonen & K. Wentzel (Eds.),Social Motivation: Understanding Children’s School Adjustment (pp. 279-312).Cambridge, UK: Cambridge University Press. doi: 10.1017/cbo9780511571190
Klem, A. M., & Connell, J. P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273. doi: 10.1111/j.1746-1561.2004.tb08283.x
Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student Engagement in Mathematics: Development of Instrument and Validation of Construct. Mathematics Education Research Journal, 15(1), 4-21. doi: 10.1007/bf03217366
Krause, K., & Coates, H. (2008). Students' Engagement in First-year University. Assessment & Evaluation in Higher Education, 33(5) 493-505. doi: 10.1080/02602930701698892 Ladd, G. W., & Dinella, L. M. (2009). Continuity and Change in Early School Engagement:
Predictive of Children’s Achievement Trajectories from First to Eighth Grade?
Journal of Educational Psychology, 101(1), 190-206. doi: 10.1037/a0013153.
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El Análisis Factorial Exploratorio de los Ítems: una Guía Práctica, Revisada y
Actualizada. Anales de Psicología, 30(3), 1151-1169. doi:10.6018/analesps.30.3.199361
Lorenzo-Seva, U., & Ferrando, P.J. (2013). FACTOR 9.2 A Comprehensive Program for Fitting Exploratory and Semi-confirmatory Factor Analysis and IRT Models. Applied Psychological Measurement, 37(6), 497-498. doi: 0146621613487794
Medrano, L. A. (2008). El Desempeño en Exámenes Orales y su Relación con la Autoeficacia Social Académica. XV Jornadas de Investigación y Cuarto Encuentro de
Investigadores en Psicología del Mercosur. Facultad de Psicología, Universidad de Buenos Aires.
Medrano, L. A. (2011). Modelo Social Cognitivo del Rendimiento Académico en Ingresantes Universitarios. La Contribución de la Autoeficacia Social Académica. Revista Tesis, 2011(1), 87-106.
Medrano, L., Sánchez Rosas, J., & Olaz, F. (2007). Autoeficacia en Habilidades Sociales Académicas: su Relación con Variables Sociodemográficas, el Rendimiento Académico y otras Dimensiones de la Autoeficacia Social. I Congreso de Psicología de la Facultad de Psicología de la Universidad Nacional de Córdoba.
Merenda, P. (1997). A Guide to the Proper Use of Factor Analysis in the Conduct and Reporting of Research: Pitfalls to Avoid. Measurement and Evaluation in Counselling and Evaluation, 30, 156-163.
Moe, K. O., & Zeiss, A. M. (1982). Measuring Self-Efficacy Expectations for Social Skills: A Methodological Inquiry. Cognitive Therapy and Research, 6(2), 191-205. doi: 10.1007/bf01183892
Montero, I., & León, O. G. (2002).Clasificación y descripción en Psicología. International Journal of Clinical and Health Psychology, 2(3), 503-508. Recuperado de: http://www.redalyc.org/articulo.oa?id=33720308
Olaz, F. O. (2006). Construcción de una Escala de Autoeficacia Social para Estudiantes Universitarios. Comunicación presentada en el Primer Encuentro Nacional de Evaluación Psicológica y Educativa. Córdoba: Universidad Nacional de Córdoba.
Perrine, R. M., Lisle, J., & Tucker, D. L. (1995). Effects of a Syllabus Offer of Help, Student Age, and Class Size on College Students Willingness to Seek Support from Faculty. Journal of Experimental Education, 64(1),41–52. doi: 10.1080/00220973.1995.9943794
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 810-814. doi: 10.1177/0013164493053003024
Reeve, J. (2012). A Self-Determination Theory Perspective on Student Engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 149-172). doi: 10.1007/978-1-4614-2018-7
Reeve, J. (2013). How Students Create Motivationally Supportive Learning Environments for Themselves: the Concept of Agentic Engagement. Journal of Educational Psychology, 105(3), 579-595. doi:10.1037/a0032690
Reeve, J., Lee, W. (2014). Students’ Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. Journal of Educational Psychology, 106(2), 527–540. doi: 10.1037/a0034934
Reeve, J., & Tseng, C. (2011).Agency as a Fourth Aspect of Students’ Engagement during Learning Activities. Contemporary Educational Psychology, 36(4), 257-267. doi: 10.1016/j.cedpsych.2011.05.002
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 3-20). doi: 10.1007/978-1-4614-2018-7
Sánchez Rosas, J. (2013). Academic help-seeking, social academic self-efficacy and class related emotions in university students. Revista Argentina de Ciencias del Comportamiento, 5(1), 35-41.
Sánchez-Rosas, J., & Pérez, E. (2015). Measuring Threats, Benefits, Emotional Costs and Avoidance of Academic Help Seeking in Argentinian University Students.
Pensamiento Psicológico, 13(2) 49-64. doi: 10.11144/Javerianacali.PPSI13-2.mtbe
Sánchez-Rosas, J., Takaya, P. B., & Molinari, A. V. (2016).The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class. Pensando Psicología, 12(19), 39-53. doi: 10.16925/ pe.v12i19.1327
Scoboria, A., Sirois, F. M., & Pascual-Leone, A. (2009) Using Interteaching to Enhance
Student Engagement and Learning. Collected Essays on Learning and Teaching, 2, 83 87.Recuperado dw http://apps.medialab.uwindsor.ca/ctl/CELT/vol2/CELT14.pdf
Shapiro, E. S. (2004). Academic Skills Problems: Direct Assessment and Intervention. (3rd ed.). New York: Guilford Press.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effect of Teacher Behavior and Student Engagement across the School Year. Journal of Educational Psychology, 85(4), 571-581. doi: 10.1037/0022-0663.85.4.571
Skinner, E. A., & Pitzer, J. R. (2012) Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 21-44). doi: 10.1007/978-1 4614-2018-7
Solberg, V. S., OíBrien, K., Villareal, P., Kennel, R., & Davis, B. (1993). Self-Efficacy and Hispanic College Students: Validation of the College Self-Efficacy Instrument. Hispanic Journal of Behavioral Sciences, 15(1), 80-95. doi: 10.1177/07399863930151004
Sterba, S. K., & Foster, E. M. (2008). Self-selected Sample. In P. J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods (pp. 806-808). Thousand Oaks, California: SAGE Publications. doi: 10.4135/9781412963947.n525
Takaya, P. B. (2014). Compromiso Comportamental en Clase de Estudiantes de Psicología Clínica de la Facultad de Psicología de la U.N.C.: Contribución Explicativa de Variables Motivacionales y Emocionales. (Tesis de Pregrado). Universidad Nacional de Córdoba, Facultad de Psicología, Córdoba, Argentina.
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of Children’s Academic Competence from their Effortful Control, Relationships, and Classroom Participation. Journal of Educational Psychology, 100(1), 67-77. doi: 10.1037/0022 0663.100.1.67.
Wentzel, K., & Asher, S. R. (1995).The Academic Lives of Neglected, Rejected, Popular, and Controversial Children. Child Development, 66(3), 754. doi: 10.2307/1131948
Yazzie-Mintz, E., & McCormick, K. (2012).Finding the Humanity in the Data: Understanding, Measuring, and Strengthening Student Engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 743-761). doi: 10.1007/978-1-4614-2018-7
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
