Propiedades psicométricas de las escalas de variables disposicionales y contextuales (IEPA y AYES) adaptadas a la asignatura Inglés como Lengua Extranjera

Abstract

This study aims to test the validity of the Dispositional Variables (IEPA) scale,which evaluates students' learning interest, progress, and effort, and of the Contextual Variables (AYES) scale,which evaluates whether the teacher helps students to learn, values theireffort, and can arouse their interest in the subject English as a Foreign Language in Compulsory Secondary Education and Higher Secondary Education. Other aims are to determine whether personal variables affect the scale factors and whether contextual variables can predict dispositional variables. Participants were 1086 students from public and private schools in Oviedo (Spain) who completed a questionnaire composed of the scales, and which also collected personal and family data. The statistical analysis was carried out using the programs FACTOR.10 and SPSS.24. The results of the analysis of the factor structure and internal consistency showed that the scales were suitable to be used in the context of the English as a Foreign Language subject. Students' perception of the teaching context, in terms of support provided, positive assessments, and motivation, predict their interest, progress, and effort made in the subject of English.

Validation and Adaptation of Questionnaires on Interest, Effort, Progression and Learning Support in Chilean Adolescents

“…Some results obtained in other studies that used these same instruments have shown that there are motivational differences between subjects, genders and ages. As is the case in a particular study that applied them to the subject of English [19], which found differences in terms of gender, girls had higher scores in terms of interest and effort in this subject, indicating that they have a greater predisposition and attitude towards learning. But in the case of the study by Cecchine et al [15], where he analyzed the differences between subjects such as mathematics, language and communication, and physical education, finding differences between two of them, students had lower scores in mathematics and language and communication, specifically in the dispositional variable "I have interest in learning" and in the contextual variable "the teacher awaken their interest".…”

“…Although different studies have addressed the relationship between students' dispositional variables-interest, effort and learning progression in different settings, such as school settings [2,5,[14][15][16][17][18][19][20], university [21] and extracurricular and/or sport contexts [22,23]-there are not many instruments that incorporate contextual and dispositional variables in secondary education students. Effort can be a consequence of the pleasure of learning, and in this case, it is situated between progress in learning and the interest of students, for each of whom it has a very different meaning, since they experience it in a positive way.…”