Dissertation/Thesis Abstract

Traducción y adaptación del Self-Efficacy for Learning Form y la evidencia de validez de las puntuaciones con una muestra de estudiantes de Derecho
by Borri Diaz, Luis Antonio, Ed.D., University of Puerto Rico, Rio Piedras (Puerto Rico), 2014, 362; 3635330
Abstract (Summary)

This investigation aimed to answer two questions: first, is there construct equivalence of self-efficacy between the Self-Efficacy for Learning Form [SELF] (Zimmerman & Kitsantas, 2005) and the new Spanish version Escala de Autoeficacia en la Regulación del Aprendizaje (EARA)?; and second, are the EARA's scores valid measures of self-efficacy for learning among law students? Throughout the validation process, the guidelines of the Standards for Educational and Psychological Testing were followed. A team of three translators applied the forward method. Furthermore, two consultants evaluated every translated item from Bandura's theoretical perspective. In a preparation for EARA's administration, six law students in their second year took a preliminary version. Additionally, their comments provided a bridge between the scores of this version and the self-efficacy construct. The first question was answered affirmatively.

To answer the second question, the EARA was administered to a sample of 159 law students during the second semester of their first year. Using SPSS, various statistical procedures were applied to obtain evidence based on EARA's internal structure as well as evidence based on an external variable. The Cronbach's α for internal consistency was .957. The factor analysis revealed 14 factors. As part of the factor analysis, the themes of the items under each factor were examined. In a predictor-criterion relationship, a correlation (Pearson r) of .179 was calculated between the variable of self-efficacy for regulated learning and the academic grade point level at the end of the semester. It was concluded that the results did not yield sufficient evidence to support a valid interpretation of EARA's scores as measures of self-efficacy of regulated learning of the participants.

Finally, various recommendations were presented for EARA's usage in future investigations.

Indexing (document details)
Advisor: Fernanez Garcia-Menocal, Rosy
Commitee: Medina Diaz, Maria, Rosado Pacheco, Carmen
School: University of Puerto Rico, Rio Piedras (Puerto Rico)
Department: Education
School Location: United States -- Puerto Rico
Source: DAI-A 76/01(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational psychology
Keywords: Escala de autoeficacia en la regulacion del aprendizaje, Law students, Self, Self-efficacy, Self-efficacy for learning form
Publication Number: 3635330
ISBN: 978-1-321-16320-9
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy