Propiedades psicométricas del instrumento Scrambled Adaptive Matrices en escolares de Huancayo
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2021-10-14
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Pontificia Universidad Católica del Perú
Abstract
El presente estudio evaluó las propiedades psicométricas de la prueba de inteligencia eductiva
Scrambled Adaptive Matrices (SAM, por sus siglas en inglés) de Klein, Raven y Fodor
(2018), en alumnos de secundaria de Huancayo (N= 308, DE= 26.17), en un rango de edad de
12 a 19 años. A fin de asegurar la validez de proceso de respuesta y una adecuada traducción,
se realizaron entrevistas cognitivas. En el caso de la validez, se aplicó el test SAM junto con
la prueba de Matrices Progresivas de Raven (RPM, por sus siglas en inglés; Raven, 1998.
Asimismo, se evaluó la validez de criterio con los resultados y notas de matemática, y la
validez de comparación de medias con la lengua materna de los alumnos. Poe último, la
confiabilidad se analizó mediante la técnica de test re-test. Los resultados de la evaluación de
validez fueron variados. Por un lado, en la validez convergente entre SAM y RPM se obtuvo
una relación significativa y fuerte (r= .51, p<.001). Sin embargo, en la validez de criterio se
vio una correlación no significativa baja (p<.056; r=.10). Además, en la validez por
comparación de medias era significativa con un tamaño de efecto fuerte (p<.001, d=0.8),
yendo en contra de lo esperado por la teoría. En el caso de la confiabilidad, se encontró una
correlación significativa y alta entre las dos aplicaciones (r= 0.90). Todo esto lleva a
confirmar que la prueba cuenta con validez y confiabilidad, pero se recomienda hacer más
investigaciones sobre todo considerando la carga cultural.
The present study evaluated the psychometric properties of Scrambled Adaptive Matrices (or SAM), a test that measure eductive intelligence (Klein, Raven, & Fodor, 2018). This was evaluated in high school students from Huancayo (N= 308, DE= 26.17), of an age range of 12 to 19 years. In order to ensure response process validity and adequate translation, cognitive interviews were conducted. To judge validity, the SAM test was applied together with the Raven's Progressive Matrices Test (RPM; Raven, 1998). Likewise, criterion validity was evaluated with mathematics scores, and mean comparison validity with the student’s native language. Finally, reliability was analyzed using the test-retest technique. The results of the validity assessment were varied. On the one hand, in the convergent validity between SAM and RPM a significant and strong relationship was obtained (r= .51, p<.001). However, in criterion validity, a low non-significant correlation was seen (p<.056; r=.10). Furthermore, in the validity by comparison of means it was significant with a strong effect size (p<.001, d=0.8), going against what was expected by the theory. The results of reliability show a significant and high correlation between the two applications (r=.90). All this leads to confirm that the test has validity and reliability, but further research is recommended, especially considering the cultural load.
The present study evaluated the psychometric properties of Scrambled Adaptive Matrices (or SAM), a test that measure eductive intelligence (Klein, Raven, & Fodor, 2018). This was evaluated in high school students from Huancayo (N= 308, DE= 26.17), of an age range of 12 to 19 years. In order to ensure response process validity and adequate translation, cognitive interviews were conducted. To judge validity, the SAM test was applied together with the Raven's Progressive Matrices Test (RPM; Raven, 1998). Likewise, criterion validity was evaluated with mathematics scores, and mean comparison validity with the student’s native language. Finally, reliability was analyzed using the test-retest technique. The results of the validity assessment were varied. On the one hand, in the convergent validity between SAM and RPM a significant and strong relationship was obtained (r= .51, p<.001). However, in criterion validity, a low non-significant correlation was seen (p<.056; r=.10). Furthermore, in the validity by comparison of means it was significant with a strong effect size (p<.001, d=0.8), going against what was expected by the theory. The results of reliability show a significant and high correlation between the two applications (r=.90). All this leads to confirm that the test has validity and reliability, but further research is recommended, especially considering the cultural load.
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Pruebas de inteligencia, Psicometría (Psicología)
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