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|a MUÑOZ-CANTERO, Jesús-Miguel
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|a Validación del constructo de autodeterminación a través de la escala ARC-INICO para adolescentes
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|c 2019
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|a La autodeterminación se sitúa como un buen predictor de la calidad de vida, entendida como una estrategia que pretende incrementar y mejorar las prácticas educativas centradas en las necesidades de la persona a nivel global, y a lo largo de su desarrollo vital. De ahí que la evaluación de este constructo haya experimentado notables avances en nuestro país, fruto de la acogida de modelos teóricos internacionales y del diseño de instrumentos específicos para nuestro contexto. La escala ARC-INICO (Verdugo et al., 2014) evalúa cuatro características de la conducta autodeterminada en adolescentes: autonomía, autorregulación, empoderamiento y autoconcepto, basándose en el Modelo Funcional de Wehmeyer (1999, 2003). Ha sido validada únicamente con estudiantes españoles con discapacidad intelectual y del desarrollo. Este estudio pretende evaluar sus propiedades psicométricas con población adolescente gallega, comprobando su equivalencia tanto para su uso con jóvenes con Trastornos del Desarrollo Neurológico como sin ellos. Se emplea una muestra de 2 220 estudiantes. La estructura de la escala fue estudiada mediante Análisis Factorial Confirmatorio, usando la propuesta original con una estructura factorial de orden superior correlacionada con cuatro factores, y un modelo unifactorial que asume la unidimensionalidad de la autodeterminación. Respecto a la fiabilidad, presenta una elevada consistencia interna global y en sus secciones. Aunque el modelo unifactorial ofrece un ajuste aceptable (Modelo 1: GFI = .958, AGFI = .941; RMSEA = .057), es superior en el modelo de orden superior (Modelo 2: GFI = .970, AGFI = .954; RMSEA = .049). Además, la medida de invarianza factorial muestra la utilidad del modelo 2 para comparar puntuaciones según la presencia o no de Trastornos del Desarrollo Neurológico. En conclusión, la ARC-INICO ofrece una base importante para la toma de decisiones respecto al diseño de programas de atención, mediante el desarrollo de recursos, pautas y estrategias, y dota de información para la provisión diferencial de dichos recursos y apoyos. Self-determination is a good predictor of quality of life, which is defined as a strategy that aims to increase and improve the educational practices focused on individuals’ needs at a global and life-long-term level. Hence, the evaluation of this construct has undergone notable advances in our country due to the acceptance of international theoretical models and the design of specific instruments for our context. The ARC-INICO scale (Verdugo et al., 2014) assesses four characteristics of self-determined behavior in teenagers: autonomy, self-regulation, empowerment and self-concept. This structure is based on the Wehmeyer’s Functional Model (1999, 2003). It has only been validated with Spanish students with intellectual and developmental disabilities. The purpose of this study is to assess the psychometrical properties of this scale in Galician population, checking its equivalence both for use with young people with neurological development disorders and without them. The sample was made up of 2 220 high school students. A Confirmatory Factor Analysis was conducted to test the scale structure using the original proposal based on a higher-order factor structure on a correlated four factor model, and a single-factor model which assumes the unidimensionality of self-determination. Regarding the reliability, high overall internal consistency and for its sections has been found. Although the unifactorial model offers an acceptable adjustment (Model 1: GFI = .958, AGFI = .941, RMSEA = .057), it is superior in the higher order model (Model 2: GFI = .970, AGFI = .954; RMSEA = .049). In addition, the factorial invariance measure shows the utility of model 2 to compare scores according to the presence or absence of neurological development disorders. In conclusion, the ARC-INICO scale provides an important basis for decisions making regarding the design of care programs, through the development of resources, guidelines and strategies, and provides information for the differential provision of said resources and supports.
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|a Mathematics
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|t Revista Española de Pedagogía
|d Universidad Internacional de La Rioja (UNIR)
|g 77(2019), 272, Seite 143-162
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