Titulo:
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina
.
Sumario:
El capital psicológico es definido como un estado de desarrollo psicológico positivo que representa la valoración positiva que la persona hace de las circunstancias y su probabilidad de éxito basada en el esfuerzo y la perseverancia. Se trata de un constructo compuesto por cuatro componentes o fortalezas psicológicas: eficacia, optimismo, esperanza y resiliencia. El mismo fue ampliamente descripto y evaluado en el ámbito laboral; sin embargo, puede aplicarse a otras esferas de la vida de una persona, como por ejemplo al ámbito educacional. De allí que el objetivo del presente trabajo es evaluar las propiedades psicométricas de la adaptación al contexto educativo del Cuestionario de Capital Psicológico en población adolescente Argentina (N=3... Ver más
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Propósitos y Representaciones - 2020
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Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample El capital psicológico es definido como un estado de desarrollo psicológico positivo que representa la valoración positiva que la persona hace de las circunstancias y su probabilidad de éxito basada en el esfuerzo y la perseverancia. Se trata de un constructo compuesto por cuatro componentes o fortalezas psicológicas: eficacia, optimismo, esperanza y resiliencia. El mismo fue ampliamente descripto y evaluado en el ámbito laboral; sin embargo, puede aplicarse a otras esferas de la vida de una persona, como por ejemplo al ámbito educacional. De allí que el objetivo del presente trabajo es evaluar las propiedades psicométricas de la adaptación al contexto educativo del Cuestionario de Capital Psicológico en población adolescente Argentina (N=313). Se analizará la validez de constructo, la validez convergente (con rendimiento escolar y engagement) y los niveles de fiabilidad de dicha adaptación. Los resultados hallados aportan evidencias empíricas que avalan buenos niveles de validez y confiabilidad del Cuestionario de Capital Psicológico en el ámbito educativo y en la población adolescente. Psychological capital is defined as a state of positive psychological development that represents the person's positive assessment of the circumstances and their probability of success based on effort and perseverance. It is a construct composed by four components or psychological strengths: efficacy, optimism, hope and resilience. It was widely described and evaluated in the workplace; however, psychological capital can be applied to other spheres of a person's life, such as education. Hence, the objective of this study is to evaluate the psychometric properties of the adaptation to the educational context of the Psychological Capital Questionnaire in the Argentinean adolescent population (N = 313). Construct validity, convergent validity (with school performance and engagement) and reliability levels are analyzed. This research provides empirical evidence that supports good levels of validity and reliability of the Psychological Capital Questionnaire in the educational context in adolescent population. Schönfeld, Fátima Soledad Mesurado, Belén Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes 8 1 Núm. 1 , Año 2020 : Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico Artículo de revista Journal article 2020-03-10T00:00:00Z 2020-03-10T00:00:00Z 2020-03-10 application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document application/vnd.openxmlformats-officedocument.wordprocessingml.document Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. Propósitos y Representaciones 2307-7999 2310-4635 https://revistas.usil.edu.pe/index.php/pyr/article/view/315 10.20511/pyr2020.v8n1.315 https://doi.org/10.20511/pyr2020.v8n1.315 spa http://creativecommons.org/licenses/by-nc-nd/4.0 Propósitos y Representaciones - 2020 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. e315 e315 Avey, J., Patera, J., &West, B. (2006). The implications of positive psychological capital on employee absenteeism. Journal of Leadership and Organizational Studies, 13,42 –60. doi: https://doi.org/10.1177/10717919070130020401 Azanza, G., Domínguez, A., Moriano, J., &Molero, F. (2014). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301. Bakker, A. B., &Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13,209–223.Doi: https://doi.org/10.1108/13620430810870476 Bakker, A. B., Schaufeli, W. B., Leiter, M. P. y Taris, T. W. (2008). Work engagement: an emerging concept in occupational health psychology. Work and Stress, 22, 187–200. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Jafri, M. H. (2013). A study of the relationship of psychological capital and students' performance.Business Perspectives and Research,1(2), 9-16. doi: https://doi.org/10.1177/2278533720130202 Karatepe, O. M., &Karadas, G. (2015). Do psychological capital and work engagement foster frontline employees’ satisfaction? A study in the hotel industry. International Journal of Contemporary Hospitality Management, 27,1254–1278. doi:http://dx.doi.org/10.1108/IJCHM-01-2014-0028 Krasikova, D. V., Lester, P. B., &Harms, P. D. (2015). Effects of psychological capital on mental health and substance abuse. Journal of Leadership and Organizational Studies, 22,280–291. doi:http://dx.doi.org/10.1177/1548051815585853 Luthans, B. C., Luthans, K. W., &Jensen, S. M. (2012). The impact of business school students’ psychological on academic performance. Journal of Education for Business, 87, 253-259. Luthans, B., Luthans, K., &Norman, S. (2005). The proposed contagion effect of hopeful leaders on the resiliency of employees and organizations. Journal of Leadership and Organizational Studies, 12,55 –64. doi: https://doi.org/10.1177/107179190501200205 Luthans, F., Avey, J., &Patera, J. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education, 7(2), 209–221.doi: https://doi.org/10.5465/amle.2008.32712618 Luthans, F., Avey, J., Avolio, B. y Peterson, S. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1), 41-67.doi: https://doi.org/10.1002/hrdq.20034 Luthans, F., Avey, J., Avolio, B., Norman, S., &Combs, G. (2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior, 27,387–393.doi: https://doi.org/10.1002/job.373 Luthans, F., Avolio, B., Avey, J., &Norman, S. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60,541-572. Luthans, F., Luthans, K. W., & Luthans, B. C (2004). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45-50. Luthans, F., Norman, S. M., Avolio, B. J., &Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship.Journal of Organizational Behavior,29(2), 219-238. doi: https://doi.org/10.1002/job.507 Luthans, F., Youssef, C. M., Sweetman, D. S., &Harms, P. D. (2013). Meeting the leadership challenge of employee well-being through relationship PsyCap and health PsyCap. Journal of Leadership and Organizational Studies, 20, 118–133. doi:https://doi.org/10.1177/1548051812465893 Malone, L. D. (2010). Individual differences and stress reactions as predictors of performance in pilot trainees (Doctoral dissertation, Kansas State University). Martinez-Corts, I., Demerouti, E., Bakker, A. B., &Boz, M. (2015). Spillover of interpersonal conflicts from work into nonwork: A daily diary study. Journal of Occupational Health Psychology, 20, 326–337. doi:http://dx.doi.org/10.1037/a0038661 McNeish, D. (2017). Thanks coefficient alpha, we'll take it from here. Psychological Methods. http://dx.doi.org/10.1037/met0000144 Mesurado, B. (2017). Psicología positiva. En A. Vanney, I. Silva, y J. F. Franck(Eds.), Diccionario Interdisciplinar Austral. Buenos Aires: Universidad Austral. Disponible en http://dia.austral.edu.ar/Psicología_positiva Mesurado, B., Richaud, M.C, &Mateo, J. N. (2016). Engagement, flow, self-efficacy, and eustress of university students: a cross-national comparison between the Philippines and Argentina.The Journal of Psychology,150(3), 281-299. Gutiérrez, J. C. P. (2016). Evaluación De Una Práctica Para El Desarrollo Del Capital Psicológico.Orbis. Revista Científica Ciencias Humanas,12(34), 4-25. Schaufeli, W. B., Martínez, I., Marqués-Pinto, A., Salanova, M., &Bakker, A. (2002). Burnout and engagement in university students: a cross-national study. Journal of Cross-cultural Studies, 33,464-481. Seligman, M. E. P. (1998). Learned optimism. New York: Pocket Books.Seligman, M. E., &Csikszentmihalyi, M. (2000). Positive psychology. An Introduction. American Psychologist, 55, 5-14. Seligman, M., Reivich, K, Jaycox, L. y Gillham, J. (1999). Niños optimistas. Barcelona: Grijalbo.Siu, O. L. (2015). Psychological capital, work well-being, and work-life balance among Chinese employees. Journal of Personnel Psychology, 12, 170–181. doi:http://dx.doi.org/10.1027/1866-5888/a000092 Siu, O. L., Bakker, A. B., &Jiang, X. (2014). Psychological capital among university students: relationships with study engagement and intrinsic motivation.Journal of Happiness Studies,15(4), 979-994. Snyder, C., & Lopez Shane (Eds.). Handbook of positive psychology. Oxford, U.K.: Oxford University Press. Stajkovic, A. D., &Luthans, F. (1998). Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26, 62 –74. doi: https://doi.org/10.1016/S0090-2616(98)90006-7 Sweetman, D., &Luthans, F. (2010). The power of positive psychology: psychological capital and work compromiso. In A. B.Bakker y M. P. Leiter (Eds.), Work compromiso: A handbook of essential theory and research (pp. 54−68). Hove, East Sussex: Psychology Press. Tjakraatmadja, J. H., &Febriansyah, H. (2007). The influence of psychological capital and learning environment toward SBM-ITB students' GPA. Indonesian Journal for the Science of Management, 6, 1-13. Vanno, V., Kaemkate, W., &Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students.Procedia-Social and Behavioral Sciences,116, 3226-3230. Ventura-León, J. L., &Caycho-Rodríguez, T. (2017). El coeficiente omega: un método alternativo para la estimación de la confiabilidad.Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud,15(1), 625-627. Youssef, C. (2004). Resilience development of organizations, leaders and employees: multi-level theory building and individual-level, path-analytical empirical testing. Ph.D Dissertation: University of Nebraska. https://revistas.usil.edu.pe/index.php/pyr/article/download/315/865 https://revistas.usil.edu.pe/index.php/pyr/article/download/315/1575 https://revistas.usil.edu.pe/index.php/pyr/article/download/315/1576 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD SAN IGNACIO DE LOYOLA |
| thumbnail |
https://nuevo.metarevistas.org/USIL/logo.png |
| country_str |
Perú |
| collection |
Propósitos y Representaciones |
| title |
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina |
| spellingShingle |
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina Schönfeld, Fátima Soledad Mesurado, Belén Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
| title_short |
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina |
| title_full |
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina |
| title_fullStr |
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina |
| title_full_unstemmed |
Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina |
| title_sort |
adaptación del cuestionario de capital psicológico al ámbito educativo en una muestra argentina |
| title_eng |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| description |
El capital psicológico es definido como un estado de desarrollo psicológico positivo que representa la valoración positiva que la persona hace de las circunstancias y su probabilidad de éxito basada en el esfuerzo y la perseverancia. Se trata de un constructo compuesto por cuatro componentes o fortalezas psicológicas: eficacia, optimismo, esperanza y resiliencia. El mismo fue ampliamente descripto y evaluado en el ámbito laboral; sin embargo, puede aplicarse a otras esferas de la vida de una persona, como por ejemplo al ámbito educacional. De allí que el objetivo del presente trabajo es evaluar las propiedades psicométricas de la adaptación al contexto educativo del Cuestionario de Capital Psicológico en población adolescente Argentina (N=313). Se analizará la validez de constructo, la validez convergente (con rendimiento escolar y engagement) y los niveles de fiabilidad de dicha adaptación. Los resultados hallados aportan evidencias empíricas que avalan buenos niveles de validez y confiabilidad del Cuestionario de Capital Psicológico en el ámbito educativo y en la población adolescente.
|
| description_eng |
Psychological capital is defined as a state of positive psychological development that represents the person's positive assessment of the circumstances and their probability of success based on effort and perseverance. It is a construct composed by four components or psychological strengths: efficacy, optimism, hope and resilience. It was widely described and evaluated in the workplace; however, psychological capital can be applied to other spheres of a person's life, such as education. Hence, the objective of this study is to evaluate the psychometric properties of the adaptation to the educational context of the Psychological Capital Questionnaire in the Argentinean adolescent population (N = 313). Construct validity, convergent validity (with school performance and engagement) and reliability levels are analyzed. This research provides empirical evidence that supports good levels of validity and reliability of the Psychological Capital Questionnaire in the educational context in adolescent population.
|
| author |
Schönfeld, Fátima Soledad Mesurado, Belén |
| author_facet |
Schönfeld, Fátima Soledad Mesurado, Belén |
| topic |
Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
| topic_facet |
Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
| topicspa_str_mv |
Capital psicológico Psicometría Educación Adolescentes |
| citationvolume |
8 |
| citationissue |
1 |
| citationedition |
Núm. 1 , Año 2020 : Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico |
| publisher |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| ispartofjournal |
Propósitos y Representaciones |
| source |
https://revistas.usil.edu.pe/index.php/pyr/article/view/315 |
| language |
spa |
| format |
Article |
| rights |
http://creativecommons.org/licenses/by-nc-nd/4.0 Propósitos y Representaciones - 2020 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Avey, J., Patera, J., &West, B. (2006). The implications of positive psychological capital on employee absenteeism. Journal of Leadership and Organizational Studies, 13,42 –60. doi: https://doi.org/10.1177/10717919070130020401 Azanza, G., Domínguez, A., Moriano, J., &Molero, F. (2014). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301. Bakker, A. B., &Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13,209–223.Doi: https://doi.org/10.1108/13620430810870476 Bakker, A. B., Schaufeli, W. B., Leiter, M. P. y Taris, T. W. (2008). Work engagement: an emerging concept in occupational health psychology. Work and Stress, 22, 187–200. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Jafri, M. H. (2013). A study of the relationship of psychological capital and students' performance.Business Perspectives and Research,1(2), 9-16. doi: https://doi.org/10.1177/2278533720130202 Karatepe, O. M., &Karadas, G. (2015). Do psychological capital and work engagement foster frontline employees’ satisfaction? A study in the hotel industry. International Journal of Contemporary Hospitality Management, 27,1254–1278. doi:http://dx.doi.org/10.1108/IJCHM-01-2014-0028 Krasikova, D. V., Lester, P. B., &Harms, P. D. (2015). Effects of psychological capital on mental health and substance abuse. Journal of Leadership and Organizational Studies, 22,280–291. doi:http://dx.doi.org/10.1177/1548051815585853 Luthans, B. C., Luthans, K. W., &Jensen, S. M. (2012). The impact of business school students’ psychological on academic performance. Journal of Education for Business, 87, 253-259. Luthans, B., Luthans, K., &Norman, S. (2005). The proposed contagion effect of hopeful leaders on the resiliency of employees and organizations. Journal of Leadership and Organizational Studies, 12,55 –64. doi: https://doi.org/10.1177/107179190501200205 Luthans, F., Avey, J., &Patera, J. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education, 7(2), 209–221.doi: https://doi.org/10.5465/amle.2008.32712618 Luthans, F., Avey, J., Avolio, B. y Peterson, S. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1), 41-67.doi: https://doi.org/10.1002/hrdq.20034 Luthans, F., Avey, J., Avolio, B., Norman, S., &Combs, G. (2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior, 27,387–393.doi: https://doi.org/10.1002/job.373 Luthans, F., Avolio, B., Avey, J., &Norman, S. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60,541-572. Luthans, F., Luthans, K. W., & Luthans, B. C (2004). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45-50. Luthans, F., Norman, S. M., Avolio, B. J., &Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship.Journal of Organizational Behavior,29(2), 219-238. doi: https://doi.org/10.1002/job.507 Luthans, F., Youssef, C. M., Sweetman, D. S., &Harms, P. D. (2013). Meeting the leadership challenge of employee well-being through relationship PsyCap and health PsyCap. Journal of Leadership and Organizational Studies, 20, 118–133. doi:https://doi.org/10.1177/1548051812465893 Malone, L. D. (2010). Individual differences and stress reactions as predictors of performance in pilot trainees (Doctoral dissertation, Kansas State University). Martinez-Corts, I., Demerouti, E., Bakker, A. B., &Boz, M. (2015). Spillover of interpersonal conflicts from work into nonwork: A daily diary study. Journal of Occupational Health Psychology, 20, 326–337. doi:http://dx.doi.org/10.1037/a0038661 McNeish, D. (2017). Thanks coefficient alpha, we'll take it from here. Psychological Methods. http://dx.doi.org/10.1037/met0000144 Mesurado, B. (2017). Psicología positiva. En A. Vanney, I. Silva, y J. F. Franck(Eds.), Diccionario Interdisciplinar Austral. Buenos Aires: Universidad Austral. Disponible en http://dia.austral.edu.ar/Psicología_positiva Mesurado, B., Richaud, M.C, &Mateo, J. N. (2016). Engagement, flow, self-efficacy, and eustress of university students: a cross-national comparison between the Philippines and Argentina.The Journal of Psychology,150(3), 281-299. Gutiérrez, J. C. P. (2016). Evaluación De Una Práctica Para El Desarrollo Del Capital Psicológico.Orbis. Revista Científica Ciencias Humanas,12(34), 4-25. Schaufeli, W. B., Martínez, I., Marqués-Pinto, A., Salanova, M., &Bakker, A. (2002). Burnout and engagement in university students: a cross-national study. Journal of Cross-cultural Studies, 33,464-481. Seligman, M. E. P. (1998). Learned optimism. New York: Pocket Books.Seligman, M. E., &Csikszentmihalyi, M. (2000). Positive psychology. An Introduction. American Psychologist, 55, 5-14. Seligman, M., Reivich, K, Jaycox, L. y Gillham, J. (1999). Niños optimistas. Barcelona: Grijalbo.Siu, O. L. (2015). Psychological capital, work well-being, and work-life balance among Chinese employees. Journal of Personnel Psychology, 12, 170–181. doi:http://dx.doi.org/10.1027/1866-5888/a000092 Siu, O. L., Bakker, A. B., &Jiang, X. (2014). Psychological capital among university students: relationships with study engagement and intrinsic motivation.Journal of Happiness Studies,15(4), 979-994. Snyder, C., & Lopez Shane (Eds.). Handbook of positive psychology. Oxford, U.K.: Oxford University Press. Stajkovic, A. D., &Luthans, F. (1998). Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26, 62 –74. doi: https://doi.org/10.1016/S0090-2616(98)90006-7 Sweetman, D., &Luthans, F. (2010). The power of positive psychology: psychological capital and work compromiso. In A. B.Bakker y M. P. Leiter (Eds.), Work compromiso: A handbook of essential theory and research (pp. 54−68). Hove, East Sussex: Psychology Press. Tjakraatmadja, J. H., &Febriansyah, H. (2007). The influence of psychological capital and learning environment toward SBM-ITB students' GPA. Indonesian Journal for the Science of Management, 6, 1-13. Vanno, V., Kaemkate, W., &Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students.Procedia-Social and Behavioral Sciences,116, 3226-3230. Ventura-León, J. L., &Caycho-Rodríguez, T. (2017). El coeficiente omega: un método alternativo para la estimación de la confiabilidad.Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud,15(1), 625-627. Youssef, C. (2004). Resilience development of organizations, leaders and employees: multi-level theory building and individual-level, path-analytical empirical testing. Ph.D Dissertation: University of Nebraska. |
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