Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles
El objetivo de este trabajo es ofrecer un instrumento de evaluación que permita conocer las actitudes emprendedoras del profesorado, mediante la adaptación de la original Escala de Actitudes Emprendedoras para Estudiantes, al tiempo que facilitar una primera aproximación a su diagnóstico en el ámbit...
- Autores:
-
Oliver Germes, Amparo
Galiana Llinares, Laura
Calatayud, P
D Piacentini, Genovart
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2016
- Institución:
- Corporación Universitaria del Caribe - CECAR
- Repositorio:
- Repositorio Digital CECAR
- Idioma:
- spa
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- oai:repositorio.cecar.edu.co:cecar/3160
- Acceso en línea:
- https://repositorio.cecar.edu.co/handle/cecar/3160
https://doi.org/10.21892/01239813.167
- Palabra clave:
- emprendimiento
profesores
educación
instrumento de medida
adaptación
modelos de ecuaciones estructurales
análisis factorial confirmatorio
entrepreneurship
teachers
education
measurement instrument
adaptation
structural equation models
confirmatory factor analysis
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-sa/4.0/
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Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| dc.title.translated.none.fl_str_mv |
Measurement of entrepreneurship/learning: adaptation and validation of the scale of entrepreneurship attitudes EASS in spanish teachers |
| title |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| spellingShingle |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles emprendimiento profesores educación instrumento de medida adaptación modelos de ecuaciones estructurales análisis factorial confirmatorio entrepreneurship teachers education measurement instrument adaptation structural equation models confirmatory factor analysis |
| title_short |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| title_full |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| title_fullStr |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| title_full_unstemmed |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| title_sort |
Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españoles |
| dc.creator.fl_str_mv |
Oliver Germes, Amparo Galiana Llinares, Laura Calatayud, P D Piacentini, Genovart |
| dc.contributor.author.none.fl_str_mv |
Oliver Germes, Amparo Galiana Llinares, Laura Calatayud, P D Piacentini, Genovart |
| dc.subject.proposal.none.fl_str_mv |
emprendimiento profesores educación instrumento de medida adaptación modelos de ecuaciones estructurales análisis factorial confirmatorio entrepreneurship teachers education measurement instrument adaptation structural equation models confirmatory factor analysis |
| topic |
emprendimiento profesores educación instrumento de medida adaptación modelos de ecuaciones estructurales análisis factorial confirmatorio entrepreneurship teachers education measurement instrument adaptation structural equation models confirmatory factor analysis |
| description |
El objetivo de este trabajo es ofrecer un instrumento de evaluación que permita conocer las actitudes emprendedoras del profesorado, mediante la adaptación de la original Escala de Actitudes Emprendedoras para Estudiantes, al tiempo que facilitar una primera aproximación a su diagnóstico en el ámbito español, con proyección en el área de habla hispana. En el marco de un diseño transversal, se llevó a cabo una encuesta on-line en un único momento temporal en la que participaron 155 profesionales de la educación. El instrumento adaptado (Escala de Actitudes Emprendedoras para Profesores, EAST), basado en la Escala de Actitudes Emprendedoras para Estudiantes de Oliver y Galiana (2016), evalúa 6 actitudes emprendedoras con 18 ítems: proactividad, ética profesional, empatía, innovación, autonomía y toma de riesgos, que definen a la persona con motivación hacia el emprendimiento. El análisis factorial confirmatorio ofrece resultados adecuados: χ2 (120) = 214.225 (p < .001), CFI = .963, TLI = .953, SRMR = .011, RMSEA = .071. Se obtienen estimaciones de fiabilidad excelentes, con alfas de Cronbach de .95 a .97 para las seis dimensiones. Se detecta una relación negativa del emprendimiento con la edad, y una mayor presencia en mujeres. Los resultados muestran unas propiedades psicométricas adecuadas de la nueva adaptación, siendo este, hasta donde se conoce, el primero desarrollado para evaluar en educadores actitudes emprendedoras en el contexto hispano-hablante. |
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2016 |
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2016-06-27 |
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2022-09-19T20:48:02Z |
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2022-09-19T20:48:02Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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Akyurek, C., y Sahin, C. (2013). Evaluation of entrepreneurship skills of elementary teachers. EKEV Academic Journal, 17, 51-68. Atali, L., y Sertbas, K. (2013). A research on individual innovativeness levels of football referees (Kocaeli region case). Turkish Journal of Sport and Exercise, 15, 18-21. Bayraktar, D. M. (2012). Adoption of web 2.0 tools and the individual innovativeness levels of instructors. Journal of Hasan Ali Yucel Education Faculty, 18, 35-47. Blenker, P., Elmholdt, S. T., Frederiksen, S. H., Korsgaard, S., y Wagner, K. (2014). Methods in entrepreneurship education research: a review and integrative framework. Education & Training, 56, 697-715. Bonnarens, J. K. (1999). Determining the level of patient care specialty service development and entrepreneurial characteristics present in independent community pharmacy [master thesis]. University of Mississippi, Oxford, 1999. Borasi, R., y Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator, 6, 1-29. Celik, K. (2013). The relationship between individual innovativeness and selfefficacy levels of student teachers. International Journal of Scientific Research in Education, 6, 56-67. Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 2842-90. Clark, L. A., y Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319. Coduras, A. y Justo, R. (2003). Global Entrepreneurship Monitor (GEM). Informe ejecutivo 2002. España. Madrid: Instituto de Empresa. Cohen, J. (1992). A power premier. Psychological Bulletin, 112, 155-159. Comisión Europea. (2012a). Entrepreneurship Education at School in Europe National Strategies, Curricula and Learning Outcomes. Recuperado de: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf. Comisión Europea. (2012b). Flash Eurobarometer 354. Entrepreneurship in the EU and beyond. Recuperado de: http://ec.europa.eu/public_opinion/flash/fl_354_en.pdf. Dyson, C. (2001). What makes a great entrepreneur? European Business Review, 13(5), 307-312. Eraslan, L. (2011). Entrepreneurship teaching at primary education curriculum (sample of life science lesson). The Journal of The Industrial Arts Education Faculty of Gazi University, 27, 82-94. Evans, D., y Jovanovic, B. (1989). An estimated model of entrepreneurial choice under liquidity constraints. Journal of Political Economy, 97, 808-827. Evans, D., y Jovanovic, B., (1989). An estimated model of entrepreneurial choice under liquidity constraints. Journal of Political Economy, 97(4),808-827. Eyal, O., y Yosef-Hassidim, D. (2012). Managing educational champions: entrepreneurship in schools. Journal of School Leadership, 22, 210-255. Garbarini, M. (2011). La personalidad del docente. Su influencia en el alumnado. Disponible en: http://fido.palermo.edu/servicios_dyc/encuentro2010/administracionconcursos/archivos_conf_2012/496_51611_554con.pdf. Gibb, A., y Hannon, P. (2006). Towards the entrepreneurialuniversity? International Journal of Entrepreneurship Education,4, 73-110. González-Contreras, T. (2014). La importancia de la Innovación y el Emprendimiento en los docentesdel Sistema Educacional Chileno. Revista Gestión de las Personas y Tecnología, 19. Gur-Erdogan, D., Eksioglu, S., Zafer-Gunes, D., y Sezen-Gultekin, G. (2014). The Relationship between Social Entrepreneurship Characteristics and the Personal Innovativeness of Prospective Teachers. Anthropologist, 18, 727-733. Gur-Erdogan, D., y Zafer-Gunes, D. (2013). The relationship between individual innovativeness and change readiness conditions of students attending faculty of education. Procedia-Social and Behavior Sciences, 106, 3033-3040. Hermansen-Kobulnicky, C. J., & Moss, C. L. (2004). Pharmacy student entrepreneurial orientation: a measure to identify potential pharmacist entrepreneurs. American Journal of Pharmaceutical Education, 68(5). Recuperado de http://archive.ajpe.org/aj6805/aj6805113/aj6805113.pdf. Hu, L., y Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford Press. Leisey, D., y Lavaroni, C. (2000). The educational entrepreneur: making a difference. San Rafael, CA: Edupreneur Press. Lumpkin, G. T., y Dess, G. G. (1996). Clarifying the entrepreneurial orientation construct and linking it to performance. Academy of Management Review, 21, 135-172. Mars, M., y Rios-Aguilar, C. (2010). Entrepreneurship (re)defined: significance and implications for the scholarship of higher education. Higher Education, 59, 441-460. Miller, D. (1983). The correlates of entrepreneurship in three types of firms. Management Science, 29, 770-791. Miner, J. B. (1997). The expanded horizon for achieving entrepreneurial success. Organizational Dynamics, 25(3), 54-67. OECD. (2009). Evaluation of programs concerning education for entrepreneurship. Paris: OECD Working Party on SME’s and Entrepreneurship. Oliver, A., Galiana, L., y Gutiérrez, M. (2016). Políticas de promoción y diagnóstico del emprendimiento en estudiantes. Anales de Psicología, 32, 183-189. Oliver, A., y Galiana, L. (2015). Development and validation of the Entrepreneurial Attitudes Scale for Students (EASS). The Spanish Journal of Psychology, 18, E4. Pittaway, L., y Cope, J. (2007). Entrepreneurship education. International Small Business Journal, 25, 479-510. Puri, M., y Robinson, D. (2005). Optimism, entrepreneurship, and economic choice. NBER Working Paper. Reynolds, P. D., Hay, M., Bygrave, W. D., Camp, S. M. y Autio, E. (2000). Global Entrepreneurship Monitor. 2000 executive report. Recuperado de: http://www.gemconsortium.org/docs/download/2408. Sánchez, I., Benavides, M. M., y Luna, R. (2004). El proceso de aprendizaje para los emprendedores en la situación actual: un análisis cualitativo en el ámbito universitario. Revista de dirección, organización y administración de empresas, 30, 34-48. Schafermeyer, K. W., y Hobson, E. H. (1997). Business plans: tool to teach entrepreneurial and communication skills. American Association of Colleges of Pharmacy Annual Meeting, 95, 81. Steiger, J. H., y Lind, C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA. Tabachnick, G. G., y Fidell, L. S. (2007). Using multivariate statistics (6ª Edición). Boston: Allyn and Bacon. Tanaka J. S. (1993). Multifacetedconceptions of fit in structural equation models. En K. A. Bollen y J. S. Long (Ed.), Testing structural equation models (pp. 10-39). Newbury Park, CA: Sage. Teske, P., y Williamson, A. (2006). Entrepreneurs at work. En F. M. Hess (Ed.), Educational entrepreneurship: realities, challenges, possibilities, Harvard Education Press (pp. 45-62). Cambridge: MA. Ureña, A. J. (2015). Factores relevantes de la calidad de vida docente en profesores de la Universidad Autónoma de Santo Domingo: Un estudio exploratorio. Tesis doctoral. Universitat de València. |
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Oliver Germes, AmparoGaliana Llinares, LauraCalatayud, PD Piacentini, Genovart2022-09-19T20:48:02Z2022-09-19T20:48:02Z2016-06-270123-9813https://repositorio.cecar.edu.co/handle/cecar/316010.21892/01239813.1672500-5766https://doi.org/10.21892/01239813.167El objetivo de este trabajo es ofrecer un instrumento de evaluación que permita conocer las actitudes emprendedoras del profesorado, mediante la adaptación de la original Escala de Actitudes Emprendedoras para Estudiantes, al tiempo que facilitar una primera aproximación a su diagnóstico en el ámbito español, con proyección en el área de habla hispana. En el marco de un diseño transversal, se llevó a cabo una encuesta on-line en un único momento temporal en la que participaron 155 profesionales de la educación. El instrumento adaptado (Escala de Actitudes Emprendedoras para Profesores, EAST), basado en la Escala de Actitudes Emprendedoras para Estudiantes de Oliver y Galiana (2016), evalúa 6 actitudes emprendedoras con 18 ítems: proactividad, ética profesional, empatía, innovación, autonomía y toma de riesgos, que definen a la persona con motivación hacia el emprendimiento. El análisis factorial confirmatorio ofrece resultados adecuados: χ2 (120) = 214.225 (p < .001), CFI = .963, TLI = .953, SRMR = .011, RMSEA = .071. Se obtienen estimaciones de fiabilidad excelentes, con alfas de Cronbach de .95 a .97 para las seis dimensiones. Se detecta una relación negativa del emprendimiento con la edad, y una mayor presencia en mujeres. Los resultados muestran unas propiedades psicométricas adecuadas de la nueva adaptación, siendo este, hasta donde se conoce, el primero desarrollado para evaluar en educadores actitudes emprendedoras en el contexto hispano-hablante.The aim of this study is to offer an assessment instrument to know the entrepreneurial attitudes of the professorate or educators (EAST), adapted from the Entrepreneurial Attitudes Scale for Students (EASS), and also to provide a first approximation to diagnosis in the field of Spanish-speaking context. A cross-sectional on-line survey was carried out in a single time, in which 155 teachers participated. The new adapted instrument, based on the Entrepreneurial Attitudes Scale for Students (EASS), assesses six entrepreneurial attitudes: proactivity, professional ethics, empathy, innovation, autonomy, and risk taking that define the individual with motivation towards entrepreneurship. Confirmatory factor analysis provides appropriate results: χ2 (120) = 214.225 (p < .001), CFI = .963, TLI = .953, SRMR = .011, RMSEA = .071. Reliability estimations are also calculated, with Cronbach’s alphas ranging from .95 to .97 for the six dimensions. A negative relation regarding entrepreneurship and age is found, as well as higher levels of entrepreneurial attitudes in women than in men. Results show appropriate psychometric properties. As far as literature has been revised, the adaptation presented here is the only developed for this purpose in Spanish-speaking context so far.12 Páginasapplication/pdfspaCorporación Universitaria del Caribe - CECARSincelejohttps://creativecommons.org/licenses/by-sa/4.0/Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.cecar.edu.co/index.php/Busqueda/article/view/167/157Medida del emprendizaje: adaptación y validación de la escala de actitudes emprendedoras EASS en profesores españolesMeasurement of entrepreneurship/learning: adaptation and validation of the scale of entrepreneurship attitudes EASS in spanish teachersArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a8512113BÚSQUEDAAkyurek, C., y Sahin, C. (2013). Evaluation of entrepreneurship skills of elementary teachers. EKEV Academic Journal, 17, 51-68.Atali, L., y Sertbas, K. (2013). A research on individual innovativeness levels of football referees (Kocaeli region case). Turkish Journal of Sport and Exercise, 15, 18-21.Bayraktar, D. M. (2012). Adoption of web 2.0 tools and the individual innovativeness levels of instructors. Journal of Hasan Ali Yucel Education Faculty, 18, 35-47.Blenker, P., Elmholdt, S. T., Frederiksen, S. H., Korsgaard, S., y Wagner, K. (2014). Methods in entrepreneurship education research: a review and integrative framework. Education & Training, 56, 697-715.Bonnarens, J. K. (1999). Determining the level of patient care specialty service development and entrepreneurial characteristics present in independent community pharmacy [master thesis]. University of Mississippi, Oxford, 1999.Borasi, R., y Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator, 6, 1-29.Celik, K. (2013). The relationship between individual innovativeness and selfefficacy levels of student teachers. International Journal of Scientific Research in Education, 6, 56-67.Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 2842-90.Clark, L. A., y Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.Coduras, A. y Justo, R. (2003). Global Entrepreneurship Monitor (GEM). Informe ejecutivo 2002. España. Madrid: Instituto de Empresa.Cohen, J. (1992). A power premier. Psychological Bulletin, 112, 155-159. Comisión Europea. (2012a). Entrepreneurship Education at School in Europe National Strategies, Curricula and Learning Outcomes. Recuperado de: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf.Comisión Europea. (2012b). Flash Eurobarometer 354. Entrepreneurship in the EU and beyond. Recuperado de: http://ec.europa.eu/public_opinion/flash/fl_354_en.pdf.Dyson, C. (2001). What makes a great entrepreneur? European Business Review, 13(5), 307-312.Eraslan, L. (2011). Entrepreneurship teaching at primary education curriculum (sample of life science lesson). The Journal of The Industrial Arts Education Faculty of Gazi University, 27, 82-94.Evans, D., y Jovanovic, B. (1989). An estimated model of entrepreneurial choice under liquidity constraints. Journal of Political Economy, 97, 808-827.Evans, D., y Jovanovic, B., (1989). An estimated model of entrepreneurial choice under liquidity constraints. Journal of Political Economy, 97(4),808-827.Eyal, O., y Yosef-Hassidim, D. (2012). Managing educational champions: entrepreneurship in schools. Journal of School Leadership, 22, 210-255.Garbarini, M. (2011). La personalidad del docente. Su influencia en el alumnado. Disponible en: http://fido.palermo.edu/servicios_dyc/encuentro2010/administracionconcursos/archivos_conf_2012/496_51611_554con.pdf.Gibb, A., y Hannon, P. (2006). Towards the entrepreneurialuniversity? International Journal of Entrepreneurship Education,4, 73-110.González-Contreras, T. (2014). La importancia de la Innovación y el Emprendimiento en los docentesdel Sistema Educacional Chileno. Revista Gestión de las Personas y Tecnología, 19.Gur-Erdogan, D., Eksioglu, S., Zafer-Gunes, D., y Sezen-Gultekin, G. (2014). The Relationship between Social Entrepreneurship Characteristics and the Personal Innovativeness of Prospective Teachers. Anthropologist, 18, 727-733.Gur-Erdogan, D., y Zafer-Gunes, D. (2013). The relationship between individual innovativeness and change readiness conditions of students attending faculty of education. Procedia-Social and Behavior Sciences, 106, 3033-3040.Hermansen-Kobulnicky, C. J., & Moss, C. L. (2004). Pharmacy student entrepreneurial orientation: a measure to identify potential pharmacist entrepreneurs. American Journal of Pharmaceutical Education, 68(5). Recuperado de http://archive.ajpe.org/aj6805/aj6805113/aj6805113.pdf.Hu, L., y Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.Kline, R. B. (1998). Principles and practice of structural equation modeling. New York, NY: Guilford Press.Leisey, D., y Lavaroni, C. (2000). The educational entrepreneur: making a difference. San Rafael, CA: Edupreneur Press.Lumpkin, G. T., y Dess, G. G. (1996). Clarifying the entrepreneurial orientation construct and linking it to performance. Academy of Management Review, 21, 135-172.Mars, M., y Rios-Aguilar, C. (2010). Entrepreneurship (re)defined: significance and implications for the scholarship of higher education. Higher Education, 59, 441-460.Miller, D. (1983). The correlates of entrepreneurship in three types of firms. Management Science, 29, 770-791.Miner, J. B. (1997). The expanded horizon for achieving entrepreneurial success. Organizational Dynamics, 25(3), 54-67.OECD. (2009). Evaluation of programs concerning education for entrepreneurship. Paris: OECD Working Party on SME’s and Entrepreneurship.Oliver, A., Galiana, L., y Gutiérrez, M. (2016). Políticas de promoción y diagnóstico del emprendimiento en estudiantes. Anales de Psicología, 32, 183-189.Oliver, A., y Galiana, L. (2015). Development and validation of the Entrepreneurial Attitudes Scale for Students (EASS). The Spanish Journal of Psychology, 18, E4.Pittaway, L., y Cope, J. (2007). Entrepreneurship education. International Small Business Journal, 25, 479-510.Puri, M., y Robinson, D. (2005). Optimism, entrepreneurship, and economic choice. NBER Working Paper.Reynolds, P. D., Hay, M., Bygrave, W. D., Camp, S. M. y Autio, E. (2000). 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