Análisis de las propiedades psicométricas del Cuestionario de Estrategias de Autorregulación Motivacional

Agustin Freiberg-Hoffmann; Florencia Anabel Motta; Franco Tisocco; Javier Sánchez-Rosas

doi:10.22235/cp.v19i1.4188

Autores

Agustin Freiberg-Hoffmann Universidad de Buenos Aires; Consejo Nacional de Investigaciones Científicas y Técnicas https://orcid.org/0000-0001-8737-1186
Florencia Anabel Motta University of Buenos Aires https://orcid.org/0009-0001-8128-6252
Franco Tisocco University of Buenos Aires https://orcid.org/0000-0002-7888-8033
Javier Sánchez-Rosas Temuco Catholic University https://orcid.org/0000-0002-7669-8981

DOI:

https://doi.org/10.22235/cp.v19i1.4188

Palavras-chave:

autorregulação, motivação, estudantes universitários, Propriedades Psicométricas, QEAM

Resumo

A autorregulação motivacional permite aos estudantes manterem e/ou melhorarem sua motivação para alcançar suas metas. Essa autorregulação está relacionada com variáveis relevantes, como o desempenho acadêmico, o clima de sala de aula e a procrastinação acadêmica, entre outras. O Questionário de Estratégias de Autorregulação Motivacional (QEAM) operacionaliza o construto e foi adaptado em Córdoba (Argentina), dividindo as dimensões da regulação de metas de acordo com as estratégias empregadas, sejam elas por aproximação ou evitação. Esta pesquisa propõe analisar novas evidências de validade e confiabilidade do QEAM. Participaram 412 estudantes universitários de Buenos Aires (Argentina). A análise da estrutura interna do instrumento, por meio da análise fatorial confirmatória (AFC), e da análise exploratória de equações estruturais (ESEM) verificou o melhor ajuste para o modelo de oito fatores. Em seguida, uma análise de invariância fatorial entre amostras de estudantes de Buenos Aires e Córdoba verificou a equivalência métrica do QEAM. A consistência interna das dimensões foi adequada (> 0,70). Em seguida, o teste de validade concorrente revelou correlações positivas e significativas com as abordagens de aprendizagem e correlações negativas com a procrastinação acadêmica. As normas estatísticas também foram estimadas. Este trabalho fornece novas evidências sobre as propriedades psicométricas do QEAM e escalas que permitem seu uso e interpretação no campo de aplicação.

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