Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ)

Research on classroom goal-structures (CGS) has shown the usefulness of assessing the classroom motivational climate to evaluate educational interventions and to promote changes in teachers' activity. So, the Classroom Motivational Climate Questionnaire for Secondary and High-School students was developed. To validate it, confirmatory factor analysis and correlation and regression analyses were performed. Results showed that the CMCQ is a highly reliable instrument that covers many of the types of teaching patterns that favour motivation to learn, correlates as expected with other measures of CGS, predicts satisfaction with teacher's work well, and allows detecting teachers who should revise their teaching.     

Measuring emotional intelligence

The purposes of this study were (a) to develop a measure of emotional intelligence, the Emotional Intelligence Inventory and (b) to find the underlying dimensions of the inventory by testing 111 high school students at a bilingual college preparatory school. The inventory has 45 items. After excluding the four weakest items, the reliability coefficient alpha was .83. Subsequently, 319 junior and senior high school students at the same school were administered the 41 items. The reliability coefficient was .81. A maximum likelihood factor analysis with a varimax rotation yielded four factors of empathy, utilization of feelings, handling relationships, and self-control. Psychometric properties were sound, and the revised Emotional Intelligence Inventory can be recommended for use in the investigation of emotional intelligence.     

Parietal ERP Activity and Appetite

Recent research on brain activity suggests that visual attention increases in response to emotional images. This increase is reflected in signs of greater activity, in response to different emotional visual stimuli, in parietal and parietooccipital areas in several studies employing neuroimaging techniques and event-related potentials (ERPs). In the latter case, greater parietal and parietooccipital negativities have been observed. The objective of the present study was to examine the role of a person's level of motivation towards the emotional stimulus with respect to this ERP pattern. Two groups of stimuli were presented to 60 participants: neutral or N (photographs of taps) and appetitive or A (photographs of cakes). The level of hunger was measured via a questionnaire. Recordings were taken at PO3, PO4, P7, and P8. The largest differences, as a function of appetite, were produced between 575 and 625 ms. Multiple regression analyses were carried out to study the relationship between subjects' appetite and their ERP recordings in response to A and N stimuli. There was a significant negative association between appetite and 575–625 mean amplitude in response to stimulus A at PO3 and PO4.     

Atribución de la causalidad y motivación de logro. I: estudio evolutivo de la utilización de información en la realización de juicios de atribución

Resumen

Este estudio ha examinado los cambios que se producen entre los seis y los once años en la utilización de información al realizar juicios de atribución para explicar el éxito y el fracaso. Se han examinado 30 niños y 30 niñas de 1.°, 3.° y 5.° de EGB, 180 en total. A estos sujetos se les facilitó información sobre una actividad cuyo resultado podía ser éxito o fracaso (resultado inmediato de la misma, historia de resultados obtenidos anteriormente en la tarea, tiempo empleado por el sujeto en realizarla, resultados obtenidos por otros sujetos habitualmente y naturaleza de la tarea). En cada caso se les pedía que atribuyesen el resultado observado (éxito o fracaso) a alguno de los factores causales «habilidad», «esfuerzo», «dificultad de la tarea» y «suerte». Los datos han puesto de manifiesto que el uso de los distintos indicios de información, tanto individualmente como en distintas combinaciones, se desarrolla siguiendo pautas particulares diferentes para cada factor causal.     

Ageing, remembering, and executive function

This study was designed to investigate the relationship between executive functions and the age-related decline in episodic memory through the states-of-awareness approach. Following the presentation of a word list, a group of younger adults and a group of older adults undertook a recognition test in which they classified their responses according to the Remember-Know-Guess procedure (Gardiner & Richardson-Klavehn, 2000). In order to operationalise the executive function hypothesis, we investigated three specific executive functions (updating, shifting, and inhibition of a prepotent response) described in Miyake et al.'s (2000) theoretical model, and a complex executive task. The results revealed that fewer "R" responses were made during the recognition test by the older than the younger group, whereas there was no difference between the groups in the number of "K" responses. In addition, correlations indicated that remembering depended on executive function measures, whereas knowing did not. The hierarchical regression analyses showed that controlling for executive function, and particularly for the 2-back test, largely removed the age-related variance in remembering. These findings support the notion that executive dysfunction, and specifically updating decline, plays a central role in age-related memory loss.     

Estudio sobre la validez de constructo de los cuestionarios MAPE,EAT y ECO

Resumen

Este artículo presenta un estudio sobre la validez de constructo de los cuestionarios MAPE, EAT y ECO. Mediante el análisis de las correlaciones entre las escalas de estos cuestionarios se ponen a prueba los supuestos de distintas teorías sobre las relaciones entre motivos relacionados con el logro, patrones atributivos y expectativas de control. Los resultados son consistentes con la teoría de Dweck y Elliot en la mayoría de los casos. También ponen de manifiesto que la atribución del fracaso a la falta de esfuerzo puede deberse a diferentes causas, dadas las implicaciones psicológicas encontradas, lo que constituye un resultado no esperado. Finalmente, se comentan las implicaciones de los resultados para la investigación y para el uso aplicado de estos cuestionarios.