Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies

Detalhes bibliográficos
Autor(a) principal: Ferraz, Adriana Satico
Data de Publicação: 2023
Outros Autores: dos Santos, Acácia Aparecida Angeli, Noronha, Ana Paula Porto
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14672
Resumo: The Self-Monitoring for Reading Scale (Escala Automonitoramento para Ler [EAu-L]) and Self-Reactions for Reading Comprehension Scale (Escala Autorreações para a Compreensão de Leitura [EAr-CL]) were elaborated to assess two key processes of the self-perceived behavior dimension of self-regulation for learning in middle school students. The first part of this study aimed to investigate the evidence based on the test content of these scales. Three expert judges and 16 students participated in the research. The results indicated that the scale items are intelligible and representative in theoretical and practical terms through qualitative and quantitative analyses. The second part of the study aimed to analyze the evidence based on the internal structure and reliability of the scales. In this phase, the participants were 522 students. Factor analyses indicated a single-factor structure for the EAu-L and a two-factor structure for the EArCL. Both scales obtained adequate reliability indices. New studies are planned to expand the psychometric quality of these scales.
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spelling Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric StudiesEscalas de Autosupervisión y Autorreacciones para la Comprensión Lectora: Estudios Psicométricos InicialesEscalas de Automonitoramento e Autorreações para a Compreensão de Leitura: Estudos Psicométricos Iniciaisself-management readingself-observationself-perceptionmotivationautogestiónlecturaauto-observaciónautoconcienciamotivaciónautogestãoleituraauto-observaçãoautopercepçãomotivaçãoThe Self-Monitoring for Reading Scale (Escala Automonitoramento para Ler [EAu-L]) and Self-Reactions for Reading Comprehension Scale (Escala Autorreações para a Compreensão de Leitura [EAr-CL]) were elaborated to assess two key processes of the self-perceived behavior dimension of self-regulation for learning in middle school students. The first part of this study aimed to investigate the evidence based on the test content of these scales. Three expert judges and 16 students participated in the research. The results indicated that the scale items are intelligible and representative in theoretical and practical terms through qualitative and quantitative analyses. The second part of the study aimed to analyze the evidence based on the internal structure and reliability of the scales. In this phase, the participants were 522 students. Factor analyses indicated a single-factor structure for the EAu-L and a two-factor structure for the EArCL. Both scales obtained adequate reliability indices. New studies are planned to expand the psychometric quality of these scales.La Escala de Autocontrol para la Lectura (Escala Automonitoramento para Ler [EAu-L]) y la Escala de Autorreacciones para la Comprensión Lectora (Escala Autorreações para a Compreensão de Leitura [EAr-CL]) se construyeron para evaluar dos procesos clave de la dimensión de la conducta autopercibida de la autorregulación en los estudiantes de la enseñanza fundamental. El objetivo de la primera parte del estudio fue investigar la evidencia basada en el contenido de estas escalas. Participaron tres jueces expertos y 16 estudiantes. Mediante análisis cualitativo y cuantitativo, los resultados indicaron que los ítems de las escalas son inteligibles y representativos en términos teóricos y prácticos. El segundo objetivo de la investigación fue analizar la estructura interna y confiabilidad de las escalas. En esta fase, participaron 522 estudiantes. Análisis factoriales indicaron una estructura de un factor para la EAu-L y una estructura de dos factores para la EAr-CL. Ambas escalas obtuvieron índices de confiabilidad adecuados. Se prevén nuevos estudios para ampliar la calidad psicométrica de estas escalas.A Escala Automonitoramento para Ler (EAu-L) e a Escala de Autorreações para a Compreensão de Leitura (EAr-CL) foram construídas para avaliar dois processos-chave da dimensão comportamento autopercebido da autorregulação para aprendizagem de estudantes do ensino fundamental II. O objetivo da primeira parte desta pesquisa foi investigar as evidências de validade baseadas no conteúdo dessas escalas. Participaram três juízes especialistas e 16 estudantes. Por meio de análise qualitativa e quantitativa, os resultados indicaram que os itens das escalas são inteligíveis e representativos em termos teóricos e práticos. O objetivo da segunda parte do estudo foi analisar as evidências baseadas na estrutura interna e a fidedignidade das escalas. Nessa fase, participaram da pesquisa 522 estudantes. As análises fatoriais indicaram uma estrutura unifatorial para a EAu-L e de dois fatores para a EAr-CL. Ambas as escalas obtiveram índices adequados de fidedignidade. São previstos novos estudos para ampliar a qualidade psicométrica dessas escalas.Editora Mackenzie2023-01-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1467210.5935/1980-6906/ePTPPA14672.enThe Journal Of Psychology: Theory and Practice ; Vol. 25 No. 1 (2023); ePTPPA14672Revista Psicología: Teoría y Práctica; Vol. 25 Núm. 1 (2023); ePTPPA14672Revista Psicologia: Teoria e Prática; v. 25 n. 1 (2023); ePTPPA146721980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/14672/11658Copyright (c) 2023 Adriana Satico Ferraz; Acácia Aparecida Angeli dos Santos; Ana Paula Porto Noronhahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerraz, Adriana Saticodos Santos, Acácia Aparecida AngeliNoronha, Ana Paula Porto2023-05-11T17:22:42Zoai:ojs.editorarevistas.mackenzie.br:article/14672Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-05-11T17:22:42Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
Escalas de Autosupervisión y Autorreacciones para la Comprensión Lectora: Estudios Psicométricos Iniciales
Escalas de Automonitoramento e Autorreações para a Compreensão de Leitura: Estudos Psicométricos Iniciais
title Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
spellingShingle Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
Ferraz, Adriana Satico
self-management
reading
self-observation
self-perception
motivation
autogestión
lectura
auto-observación
autoconciencia
motivación
autogestão
leitura
auto-observação
autopercepção
motivação
title_short Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
title_full Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
title_fullStr Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
title_full_unstemmed Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
title_sort Self-monitoring and Self-reactions for Reading Comprehension Scales: Initial Psychometric Studies
author Ferraz, Adriana Satico
author_facet Ferraz, Adriana Satico
dos Santos, Acácia Aparecida Angeli
Noronha, Ana Paula Porto
author_role author
author2 dos Santos, Acácia Aparecida Angeli
Noronha, Ana Paula Porto
author2_role author
author
dc.contributor.author.fl_str_mv Ferraz, Adriana Satico
dos Santos, Acácia Aparecida Angeli
Noronha, Ana Paula Porto
dc.subject.por.fl_str_mv self-management
reading
self-observation
self-perception
motivation
autogestión
lectura
auto-observación
autoconciencia
motivación
autogestão
leitura
auto-observação
autopercepção
motivação
topic self-management
reading
self-observation
self-perception
motivation
autogestión
lectura
auto-observación
autoconciencia
motivación
autogestão
leitura
auto-observação
autopercepção
motivação
description The Self-Monitoring for Reading Scale (Escala Automonitoramento para Ler [EAu-L]) and Self-Reactions for Reading Comprehension Scale (Escala Autorreações para a Compreensão de Leitura [EAr-CL]) were elaborated to assess two key processes of the self-perceived behavior dimension of self-regulation for learning in middle school students. The first part of this study aimed to investigate the evidence based on the test content of these scales. Three expert judges and 16 students participated in the research. The results indicated that the scale items are intelligible and representative in theoretical and practical terms through qualitative and quantitative analyses. The second part of the study aimed to analyze the evidence based on the internal structure and reliability of the scales. In this phase, the participants were 522 students. Factor analyses indicated a single-factor structure for the EAu-L and a two-factor structure for the EArCL. Both scales obtained adequate reliability indices. New studies are planned to expand the psychometric quality of these scales.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14672
10.5935/1980-6906/ePTPPA14672.en
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14672
identifier_str_mv 10.5935/1980-6906/ePTPPA14672.en
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/14672/11658
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 25 No. 1 (2023); ePTPPA14672
Revista Psicología: Teoría y Práctica; Vol. 25 Núm. 1 (2023); ePTPPA14672
Revista Psicologia: Teoria e Prática; v. 25 n. 1 (2023); ePTPPA14672
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051378933170176

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