Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes
La Curiosidad Epistémica (CE) es el deseo que motiva a las personas a adquirir nuevo conocimiento. La escala de CE de Litman fue desarrollada para operacionalizar este constructo, y aunque su estructura latente ha sido validada en varios estudios, estos se han realizado en su mayoría en Alemania, EE...
- Autores:
-
Sánchez Navarro, María Esmeralda
Álvarez-Montero, Francisco José
Reyes-Sosa, Hiram
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/30563
- Palabra clave:
- Curiosidad Epistémica
Análisis Factorial Confirmatorio
residuales correlacionados
invarianza
epistemic curiosity
confirmatory factor analysis
correlated residuals
invariance
- Rights
- openAccess
- License
- Acta Colombiana de Psicología - 2023
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Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| dc.title.translated.eng.fl_str_mv |
Evaluation of the Psychometric Properties of Litman’s Epistemic Curiosity Scale in Spanish Speakers |
| title |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| spellingShingle |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes Curiosidad Epistémica Análisis Factorial Confirmatorio residuales correlacionados invarianza epistemic curiosity confirmatory factor analysis correlated residuals invariance |
| title_short |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| title_full |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| title_fullStr |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| title_full_unstemmed |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| title_sort |
Evaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantes |
| dc.creator.fl_str_mv |
Sánchez Navarro, María Esmeralda Álvarez-Montero, Francisco José Reyes-Sosa, Hiram |
| dc.contributor.author.spa.fl_str_mv |
Sánchez Navarro, María Esmeralda Álvarez-Montero, Francisco José Reyes-Sosa, Hiram |
| dc.subject.spa.fl_str_mv |
Curiosidad Epistémica Análisis Factorial Confirmatorio residuales correlacionados invarianza |
| topic |
Curiosidad Epistémica Análisis Factorial Confirmatorio residuales correlacionados invarianza epistemic curiosity confirmatory factor analysis correlated residuals invariance |
| dc.subject.eng.fl_str_mv |
epistemic curiosity confirmatory factor analysis correlated residuals invariance |
| description |
La Curiosidad Epistémica (CE) es el deseo que motiva a las personas a adquirir nuevo conocimiento. La escala de CE de Litman fue desarrollada para operacionalizar este constructo, y aunque su estructura latente ha sido validada en varios estudios, estos se han realizado en su mayoría en Alemania, EE. UU y los Países Bajos, que son sociedades educadas, industrializadas, ricas y democráticas. Por consiguiente, el presente estudio evaluó las propiedades psicométricas de la escala de CE, en una muestra de adultos del noroeste de México (N = 334) con edades de 18 a 50 años. Al igual que en investigaciones previas, se compararon dos modelos: unidimensional y bidimensional, mediante análisis factoriales confirmatorios. Adicionalmente, se incluyeron los residuales correlacionados significativos, como parte de ambos modelos, y se examinó si el instrumento tiene invarianza de medición. Los resultados muestran que el modelo bifactorial presentó el mejor ajuste. La consistencia interna fue aceptable, y se comprobó que la escala posee invarianza configural, métrica, escalar y estricta. Usos potenciales de este constructo emergente incluyen su estudio como un factor motivacional relevante, en el nivel de involucramiento y las estrategias de formación de los estudiantes, así como su papel mediador en varios tipos de ansiedad en el aprendizaje |
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2023 |
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2023-05-29 15:54:25 2023-08-13T17:33:55Z |
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2023-05-29 15:54:25 2023-08-13T17:33:55Z |
| dc.date.issued.none.fl_str_mv |
2023-05-29 |
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Artículo de revista |
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Journal article |
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http://purl.org/redcol/resource_type/ART |
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10.14718/ACP.2023.26.2.10 |
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1909-9711 |
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0123-9155 |
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Núm. 2 , Año 2023 : Acta Colombiana de Psicología |
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Asian Journal of Social Psychology, 24(1), 69-82. https://doi.org/10.1111/ajsp.12425 Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 367-374). Oxford University Press. King-Kallimanis, B. L., Oort, F. J., Nolte, S., Schwartz, C. E., & Sprangers, M. A. (2011). Using structural equation modeling to detect response shift in performance and health-related quality of life scores of multiple sclerosis patients. Quality of Life Research, 20(10), 1527-1540. https://doi.org/10.1007/s11136-010-9844-9 Kline, R. B. (2015). Principles and practice of structural equation modeling (4th Edition). Guilford publications. Korkmaz, S., Goksuluk, D., & Zararsiz, G. (2014). mvn: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162. https://doi.org/10.32614/RJ-2014-031 Landrum, A. R., Olshansky, A., & Richards, O. (2021). Differential susceptibility to misleading flat earth arguments on Youtube. Media Psychology, 24(1), 136-165. https://doi.org/10.1080/15213269.2019.1669461 Litman, J. (2005). Curiosity and the pleasures of learning: Wanting and liking new information. Cognition & Emotion, 19(6), 793-814. https://doi.org/10.1080/02699930541000101 Litman, J. A. (2007). Curiosity as a feeling of interest and feeling of deprivation: The I/D model of curiosity. In P. R. Zelick (Ed.), Issues in the psychology of motivation (pp. 149-156). Nova Science Publishers. Litman, J. A. (2008). Interest and deprivation factors of epistemic curiosity. Personality and Individual Differences, 44(7), 1585-1595. https://doi.org/10.1016/j.paid.2008.01.014 Litman, J. (2019). Curiosity: Nature, dimensionality, and determinants. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 418-442). Cambridge University Press. https://doi. org/10.1017/9781316823279.019 Litman, J. 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Revista Colombiana de Cancerología, 17(4), 149-157. https://doi.org/10.1016/S0123-9015(13)70162-8 Smaldino, P. E., Lukaszewski,A., Von Rueden, C., & Gurven, M. (2019). Niche diversity can explain cross-cultural differences in personality structure. Nature Human Behaviour, 3(12), 1276-1283. https://doi.org/10.1038/s41562-019-0730-3 Sociedad Mexicana de Psicología. (2010). Código ético del psicólogo. Trillas. Streiner, D. l., & Norman G. R. (2008). Health measurement scales. A practical guide to their development and use. Oxford University Press. Van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9(4), 486-492. https://doi.org/10.1080/17405629.2012.686740 Verhulst, B., & Neale, M. C. (2021). Best practices for binary and ordinal data analyses. Behavior Genetics, 51(3), 204-214. https://doi.org/10.1007/s10519-020-10031-x Wahl, A. K., Hermansen, Å., Tschamper, M. B., Osborne, R. H., Helseth, S., Jacobsen, R., & Larsen, M. H. (2022). The Parent Health Literacy Questionnaire (HLQ-Parent). Adaptation and validity testing with parents of children with epilepsy. Scandinavian Journal of Public Health, Article 14034948221123436. https://doi.org/10.1177/14034948221123436 Wootton, A. R., Rice, D. R., McKowen, A. L. W., & Veldhuis, C. (2022). A mixed-methods and prospective approach to understanding coping behaviors, depression, hopelessness, and acute stress in a us convenience sample during the covid-19 pandemic. Health Education & Behavior, 49(2), 219-230. https://doi.org/10.1177/10901981221084272 Xia, Y., & Yang, Y. (2019). RMSEA, CFI, and TLI in structural equation modeling with ordered categorical data: The story they tell depends on the estimation methods. Behavior Research Methods, 51(1), 409-428. https://doi.org/10.3758/s13428-018-1055-2 Zhang, Y., Zhou, M., Shao, Y., & Zhang, M. Y. (2020). mv-normal Test: Powerful Tests for Multivariate Normality. cran. https://CRAN.R-project.org/package=mvnormalTest |
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Sánchez Navarro, María Esmeralda34da0b7d-ca91-48ae-8898-5cfe97a40ae6Álvarez-Montero, Francisco José87462b15-825c-495c-b3da-a4f6f5779386Reyes-Sosa, Hiram2c3ff3be-15e1-4c89-81df-a8e1093a1f6b2023-05-29 15:54:252023-08-13T17:33:55Z2023-05-29 15:54:252023-08-13T17:33:55Z2023-05-29La Curiosidad Epistémica (CE) es el deseo que motiva a las personas a adquirir nuevo conocimiento. La escala de CE de Litman fue desarrollada para operacionalizar este constructo, y aunque su estructura latente ha sido validada en varios estudios, estos se han realizado en su mayoría en Alemania, EE. UU y los Países Bajos, que son sociedades educadas, industrializadas, ricas y democráticas. Por consiguiente, el presente estudio evaluó las propiedades psicométricas de la escala de CE, en una muestra de adultos del noroeste de México (N = 334) con edades de 18 a 50 años. Al igual que en investigaciones previas, se compararon dos modelos: unidimensional y bidimensional, mediante análisis factoriales confirmatorios. Adicionalmente, se incluyeron los residuales correlacionados significativos, como parte de ambos modelos, y se examinó si el instrumento tiene invarianza de medición. Los resultados muestran que el modelo bifactorial presentó el mejor ajuste. La consistencia interna fue aceptable, y se comprobó que la escala posee invarianza configural, métrica, escalar y estricta. Usos potenciales de este constructo emergente incluyen su estudio como un factor motivacional relevante, en el nivel de involucramiento y las estrategias de formación de los estudiantes, así como su papel mediador en varios tipos de ansiedad en el aprendizajeEpistemic Curiosity (EC) is the desire that motivates people to acquire new knowledge. Litman’s EC scale was developed to operationalize this construct, and although its latent structure has been validated in several studies, these have been conducted mostly in Germany, the Netherlands, and the United States, which are educated, industrialized, wealthy, and democratic societies. Therefore, the present study evaluated the psychometric properties of the EC scale in a sample of adults from northwestern Mexico (N = 334) aged 18 to 50 years. As in previous research, two models were compared: one unidimensional and one bidimensional, using Confirmatory Factor Analysis. Additionally, significantly correlated residuals were included as part of both models, and it was examined whether the instrument has measurement invariance. The results show that the bifactor model presented the best fit. The internal consistency was acceptable, and the scale was found to have configural, metric, scalar, and strict invariance. 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(2020). mv-normal Test: Powerful Tests for Multivariate Normality. cran. https://CRAN.R-project.org/package=mvnormalTestActa Colombiana de Psicología - 2023info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.http://creativecommons.org/licenses/by-nc-sa/4.0https://actacolombianapsicologia.ucatolica.edu.co/article/view/4527Curiosidad EpistémicaAnálisis Factorial Confirmatorioresiduales correlacionadosinvarianzaepistemic curiosityconfirmatory factor analysiscorrelated residualsinvarianceEvaluación de las propiedades psicométricas de la Escala de Curiosidad Epistémica de Litman en hispanohablantesEvaluation of the Psychometric Properties of Litman’s Epistemic Curiosity Scale in Spanish SpeakersArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2736https://repository.ucatolica.edu.co/bitstreams/50af2582-6a55-4345-bb80-e2678c9100cf/downloadf3d0762e9258666ef4ed0686ae009f5aMD5110983/30563oai:repository.ucatolica.edu.co:10983/305632023-12-19 15:00:44.284http://creativecommons.org/licenses/by-nc-sa/4.0Acta Colombiana de Psicología - 2023https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com |