Desarrollo y validación de una escala para medir la agencia de carrera percibida en adolescentes en transición de orientación en colegios franceses
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Publicado
2025-04-30
Sihem Ollivier
Isabelle Soidet
https://orcid.org/0009-0007-4180-6739
Resumen
A pesar de que la agencia, o la capacidad percibida de una persona para autodirigir su vida, es un concepto central en la psicología de la carrera profesional, todavía existen pocas escalas de medición adaptadas al contexto francés y para adolescentes. El objetivo del presente trabajo es el desarrollo y validación de una escala diseñada para evaluar la agencia de los adolescentes que se preparan para su primera transición profesional (Bandura, 1986, 1999). Se llevó a cabo un estudio exploratorio (n = 215) y confirmatorio (n = 220) para explorar las propiedades psicométricas de la escala de agencia profesional en una muestra de estudiantes que culminaban sus estudios secundarios en Francia. Los resultados demostraron las buenas cualidades psicométricas (validez, fiabilidad) de la versión francesa de la escala de agencia de carrera percibida para la muestra objetivo de adolescentes. Además de las implicaciones teóricas y prácticas, se discuten futuras vías de investigación para evaluar la agencia de carrera en las transiciones profesionales, tanto conceptual como metodológicamente.
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Keywords
capacidad, escala, transiciones escolares, adolescencia, agencia de carrera percibida
References
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Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49. https://doi.org/10.1037/0022-0167.47.1.36
Lloret-Segura, S., Ferreres-Traver, A., Hernandez-Baeza, A., & Tomas-Marco, I. (2014). Exploratory item factor analysis: A practical guide revised and updated. Anales de Psicología, 30(3), 1151-1169. http://doi.org/10.6018/analesps.30.3.199361
Mameli, C., Molinari, L., & Passini, S. (2019). Agency and responsibility in adolescent students: A challenge for the societies of tomorrow. British Journal of Educational Psychology, 89(1), 41-56. https://doi.org/10.1111/bjep.12215
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Rhemtulla, M., Brosseau-Liard, P. É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354–373. https://doi.org/10.1037/a0029315
Rottinghaus, P. J., Day, S. X., & Borgen, F. H. (2005). The Career Futures Inventory: A measure of career-related adaptability and optimism. Journal of Career Assessment, 13(1), 3–24. https://doi.org/10.1177/1069072704270271
Savickas, M. L., & Porfeli, E. J. (2012). Career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35-37). NFER-Nelson.
Sen, A. (1999). Development as freedom. Oxford University Press.
Sireci, S., & Benitez, I. (2023). Evidence for test validation: A guide for practitioners. Psicothema, 35(3) 217-226.
Soidet, I., Bonnefoy, L. & Olry Louis, I. (2024). Social representations and questions about the future among French adolescents faced with uncertainty in a pandemic context. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-024-09709-z
Urbanaviciute, I., Massoudi, K., & De Witte, H. (2024). Job insecurity and (un)sustainable well-being: Unravelling the dynamics of work, career, and life outcomes from a within-person perspective. European Journal of Work and Organizational Psychology, 33(5), 658-670. https://doi.org/10.1080/1359432X.2024.2370666
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74-94.
https://doi.org/10.1007/BF02723327
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Princeton Hal
Bandura, A. (1999). Social cognitive theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality. Theory and research (2nd ed., pp. 154-195). The Guilford Press.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bandura, A. (2008). An agentic perspective on positive psychology. In S. J. Lopez (Ed.), Positive psychology: Exploring the best in people, Vol. 1. Discovering human strengths (pp. 167–196). Praeger Publishers/Greenwood Publishing Group.
Bandura, A. (2009). La théorie sociale cognitive : Une perspective agentique. Dans P. Carré (Éd.), Traité de psychologie de la motivation: Théories et pratiques (pp. 15-45). Dunod. https://doi.org/10.3917/dunod.carre.2009.01.0015
Battistelli, A., & Bazine, N. (2002). Développement de carrière dans la 4ème révolution industrielle : Attitudes et comportements. In C. Lagabrielle & S. Croity-Belz (Eds.), Psychologie et carrières (pp.66-84), Deboeck.
Blustein, D. L. (2019). The importance of work in an age of uncertainty: The eroding work experience in America. Oxford University Press.
https://doi.org/10.1093/oso/9780190213701.001.0001
Canzittu, D., & Demeuse, M. (2017). Chapitre 5. L’approche orientante : une vision globale et systémique de l’orientation scolaire. Comment rendre une école réellement orientante ? (p. 67 -75). De Boeck Supérieur.
https://doi.org/10.3917/dbu.canzi.2017.01
Chen, C. P., & Hong, J. W. L. (2020). Applying career human agency theory to practice. Australian Journal of Career Development, 29(2), 87-96. https://doi.org/10.1177/1038416220901808
Ferrando, P. J., Lorenzo-Seva, U., Hernández-Dorado, A., & Muñiz, J. (2022). Decalogue for the factor analysis of test items. Psicothema, 34(1), 7-17. https://doi.org/10.7334/psicothema2021.456
Gati, I., Krausz, M., & Osipow, S. H. (2014). The Career Decision-Making Difficulties Questionnaire (CDDQ). Journal of Career Assessment, 22(2), 287-299. https://doi.org/10.1002/cdq.12191
Hall, D. T., Yip, J., & Doiron, K. (2018). Protean careers at work: Self-direction and values orientation in psychological success. Annual Review of Organizational Psychology and Organizational Behavior, 5(1), 129-156. http://dx.doi.org/10.1146/annurev-orgpsych-032117-104631
Hambleton, R. K., Robin, F., & Xing, D. (2000). Item response models for the analysis of educational and psychological test data. In H. E. Tinsley, & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 553–581). Academic Press. https://doi.org/10.1016/B978-012691360-6/50020-3
Hirschi, A., Nagy, N., Baumeler, F., Johnston, C. S., & Spurk, D. (2017). Assessing key predictors of career success: Development and validation of the Career Resources Questionnaire. Journal of Career Assessment, 26(2), 338-358. https://doi.org/10.1177/1069072717695584
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.
Lent, R. W. (2005). A social cognitive view of career development and counseling. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 101-127). Wiley.
Lent, R. W. (2008). Une conception sociale cognitive de l’orientation scolaire et professionnelle: considérations théori-ques et pratiques. L’Orientation scolaire et professionnelle, 37(1), 57-90. https://doi.org/10.4000/osp.1597
Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology, 60(4), 557–568. https://doi.org/10.1037/a0033446
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49. https://doi.org/10.1037/0022-0167.47.1.36
Lloret-Segura, S., Ferreres-Traver, A., Hernandez-Baeza, A., & Tomas-Marco, I. (2014). Exploratory item factor analysis: A practical guide revised and updated. Anales de Psicología, 30(3), 1151-1169. http://doi.org/10.6018/analesps.30.3.199361
Mameli, C., Molinari, L., & Passini, S. (2019). Agency and responsibility in adolescent students: A challenge for the societies of tomorrow. British Journal of Educational Psychology, 89(1), 41-56. https://doi.org/10.1111/bjep.12215
Muthén, L. K., & Muthén, B. O. (2017). Mplus user's guide. Eighth edition. Muthén & Muthén.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Rhemtulla, M., Brosseau-Liard, P. É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354–373. https://doi.org/10.1037/a0029315
Rottinghaus, P. J., Day, S. X., & Borgen, F. H. (2005). The Career Futures Inventory: A measure of career-related adaptability and optimism. Journal of Career Assessment, 13(1), 3–24. https://doi.org/10.1177/1069072704270271
Savickas, M. L., & Porfeli, E. J. (2012). Career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011
Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35-37). NFER-Nelson.
Sen, A. (1999). Development as freedom. Oxford University Press.
Sireci, S., & Benitez, I. (2023). Evidence for test validation: A guide for practitioners. Psicothema, 35(3) 217-226.
Soidet, I., Bonnefoy, L. & Olry Louis, I. (2024). Social representations and questions about the future among French adolescents faced with uncertainty in a pandemic context. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-024-09709-z
Urbanaviciute, I., Massoudi, K., & De Witte, H. (2024). Job insecurity and (un)sustainable well-being: Unravelling the dynamics of work, career, and life outcomes from a within-person perspective. European Journal of Work and Organizational Psychology, 33(5), 658-670. https://doi.org/10.1080/1359432X.2024.2370666
Cómo citar
Desarrollo y validación de una escala para medir la agencia de carrera percibida en adolescentes en transición de orientación en colegios franceses. (2025). Revista Puertorriqueña De Psicologia, 36(1), 100-111. https://doi.org/10.55611/
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Cómo citar
Desarrollo y validación de una escala para medir la agencia de carrera percibida en adolescentes en transición de orientación en colegios franceses. (2025). Revista Puertorriqueña De Psicologia, 36(1), 100-111. https://doi.org/10.55611/