Validación de la Escala de Creencias Implícitas de habilidad (CNAAQ-2) al contexto español. Diferencias según la práctica físico-deportiva. (Validation of the Scale of Implicit Beliefs of Ability (CNAAQ-2) to the Spanish context. Differences according to the physical practice sports).

Juan Antonio Moreno-Murcia, Eduardo Manuel Cervelló-Gimeno, María Celestina Martínez-Galindo, Remedios Moreno

Resumen


El objetivo de este trabajo ha sido validar al contexto español la Escala de Creencias Implícitas de habilidad Cuestionario-2 (Biddle, Wang, Chatzisarantis, y Spray, 2003). Para ello, se utilizó una muestra de 1008 estudiantes de educación física con edades comprendidas entre los 15 y los 17 años. Se realizaron análisis de correlación, análisis factoriales exploratorios, análisis de la consistencia interna y un análisis factorial confirmatorio. Los resultados señalaron que la escala fue válida y fiable para su utilización con adolescentes en clases de educación física. Además, se buscaron evidencias externas de validez utilizando la práctica físico-deportiva. Los datos obtenidos mostraron diferencias significativas entre las creencias implícitas de habilidad (de entidad e incremental) y la práctica físico-deportiva, encontrando relación positiva entre ésta y las creencias incrementales.

Abstract

The objective of this work has been to validate the Spanish version of the Conceptions of the Nature of Athletic Ability Questionnaire-2 (Biddle, Wang, Chatzisarantis, and Spray, 2003). A sample of 1008 physical education students aged 15 to 17 years. Exploratory and confirmatory factor analyses were calculated. In addition, analysis of reliability and simple correlations were employed. External evidences of validity were assessed using the physical - sport practice. The results indicated that the scale was valid and reliable for its utilization with Spanish teenagers involved in physical education classes, and that the entity and incremental beliefs of ability present differences depending on the physical - sports practice, finding positive relationships between the incremental beliefs and the physical - sports practice. 

http://dx.doi.org/10.5232/ricyde2013.03201

---------------------------------------------------------------------

Referencias/references

Azorín, F., y Sánchez-Crespo, J. L. (1986). Métodos y aplicaciones del método. Madrid: Alianza.
PMCid:1167000

Biddle, S.; Soos, I., & Chatzisarantis, N. (1999). Predicting physical activity intentions using a goal perspectives approach: A study of Hungarian youth. Scandinavian Journal of Medicine and Science in Sports, 9, 353-357.
http://dx.doi.org/10.1111/j.1600-0838.1999.tb00256.x
PMid:10606100

Biddle, S. J. H.; Wang, C. K. J.; Chatzisarantis, N. L. D., & Spray, C. M. (2003). Motivation for physical activity in young people: Entity and incremental beliefs about athletic ability. Journal of Sports Sciences, 21, 973-989.
http://dx.doi.org/10.1080/02640410310001641377
PMid:14748455

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
http://dx.doi.org/10.1207/s15326985ep3403_3

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
http://dx.doi.org/10.1080/10705519909540118

Lintunen, T.; Valkonen, A.; Leskinen, E., & Biddle, S. (1999). Predicting physical activity intentions using a goal perspectives approach: A study of Finnish youth. Scandinavian Journal of Medicine y Science in Sports, 9, 344-352.
http://dx.doi.org/10.1111/j.1600-0838.1999.tb00255.x

Lynn, M. (1986). Determination and quantification of content validity. Nursing Research, 35, 382-385.
http://dx.doi.org/10.1097/00006199-198611000-00017
PMid:3640358

McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: noncentrality and goodness of fit. Psychological Bulletin, 107, 247-255.
http://dx.doi.org/10.1037/0033-2909.107.2.247

Moreno, J. A.; González-Cutre, D.; Sicilia, A., & Spray, C. M. (2010). Motivation in the exercise setting: Integrating constructs from the approach-avoidance achievement goal framework and self-determination theory. Psychology of Sport and Exercise, 11(6), 542-550.
http://dx.doi.org/10.1016/j.psychsport.2010.06.003

Mulaik, S. A.; James, L. R.; Van Astine, J.; Bennett, N.; Lind, S., & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105, 430-445.
http://dx.doi.org/10.1037/0033-2909.105.3.430

Ommundsen, Y. (2001a). Pupils' affective responses in physical education classes: the association of implicit theories of the nature of ability and achievement goals. European Physical Education Review, 7, 219-242.
http://dx.doi.org/10.1177/1356336X010073001

Ommundsen, Y. (2001b). Self-handicapping strategies in physical education classes: the influence of implicit theories of the nature of ability and achievement goal orientations. Psychology of Sport and Exercise, 2, 139-156.
http://dx.doi.org/10.1016/S1469-0292(00)00019-4

Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical education classes. Educational Psychology, 23, 141-157.
http://dx.doi.org/10.1080/01443410303224

Ommundes, Y.; Haugen, R., & Lund, T. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research, 49, 461-474.
http://dx.doi.org/10.1080/00313830500267838

Sarrazin, P.; Biddle, S. J. H.; Famose, J. P.; Cury, F.; Fox, K., & Durand, M. (1996). Goal orientations and conceptions of the nature of sport ability in children: a social cognitive approach. British Journal of Social Psychology, 35, 399-414.
http://dx.doi.org/10.1111/j.2044-8309.1996.tb01104.x

Spray, C. M.; Wang, C. K. J.; Biddle, S. J. H.; Chatzisarantis, N. L. D., & Warburton, V. E. (2006). An experimental test of self-theories of ability in youth sport. Psychology of Sport and Exercise, 7, 255-267.
http://dx.doi.org/10.1016/j.psychsport.2005.05.001

Tucker, L. R., & Lewis, C. (1973). The reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1-10.
http://dx.doi.org/10.1007/BF02291170

Wang, C. K. J., & Biddle, S. J. H. (2003). Intrinsic motivation towards sports in Singaporean students: The role of sport ability beliefs. Journal of Health Psychology, 8, 515-523.
http://dx.doi.org/10.1177/13591053030085004
PMid:19177714

Wang, C. K. J.; Chatzisarantis, N. L. D.; Spray, C. M., & Biddle, S. J. H. (2002). Achievement goal profiles in school physical education: Differences in self-determination, sport ability beliefs, and physical activity. British Journal of Educational Psychology, 72, 433-445.
http://dx.doi.org/10.1348/000709902320634401
PMid:12396315

Wang, C. K. J.; Liu, W. C.; Biddle, S. J. H., & Spray, C. M. (2005). Cross-cultural validation of the Conceptions of the Nature of Athletic Ability Questionnaire Version 2. Personality and Individual Differences, 38, 1245-1256.
http://dx.doi.org/10.1016/j.paid.2004.08.007

Xiang, P.; Lee, A., & Shen, J. (2001). Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese students. Contemporary Educational Psychology, 26, 348-365.
http://dx.doi.org/10.1006/ceps.2000.1061
PMid:11414725

---------------------------------------------------------------------


Palabras clave/key words


creencias implícitas; habilidad; propiedades psicométricas; educación física/implicit Beliefs, ability, physical properties, physical education.

Texto completo/Full Text:

PDF




------------------------ 0 -------------------------

RICYDE. Revista Internacional de Ciencias del Deporte
logopublisher_168
Publisher: Ramón Cantó Alcaraz
ISSN:1885-3137 - Periodicidad Trimestral / Quarterly
Creative Commons License