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).

Abstract

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.Palabras clave: aprendizaje; talento; propiedades psicométricas; educación física. R e s u m e nCorrespondencia/correspondence: Juan Antonio Moreno Murcia Universidad Miguel Hernández de Elche, España E-mail: j.moreno@umh.esThe 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 physicalsports practice.Key words: learning; talent; physical properties; physical education. A b s t r a c t

Revisiting the Validity of the Implicit Beliefs Measure: Focusing on Dimensionality and Discriminability of the CNAAQ-2 (Conceptions of the Nature of Athletic Ability Questionnaire-2) in the Context of South Korean Adolescent Football Players

“…Studies validating the psychological constructs may show different results depending on the cultural differences in the sample. This critique was argued through various studies (Hirai & Clum, 2000; Moreno-Murcia et al, 2013; Wang et al, 2005). In order to generalize the current findings, future study needs to replicate our approach to other populations.…”

The Importance of the Coach in Predicting Implicit Beliefs about Skill and Beliefs about the Causes of Success in Handball Players

“…Conceptions of the Nature of Athletic Ability Questionnaire-2 (CNAAQ-2) [17] was also employed in this study. We used the Spanish version of the scale [23], which is composed of 12 items divided into two higher order sub-scales called ‘incremental belief’ and ‘entity belief’. The entity belief sub-scale includes six items of which three correspond to the first order stable variable and the others to the talent variable.…”