Desarrollo y validación de la Escala de Expectativas de Futuro en la Adolescencia (EEFA)

Abstract

Resumen: El objetivo de este estudio es diseñar y validar el instrumento Escala de Expectativas de Futuro en la Adolescencia (EEFA). Se analizó una muestra compuesta por 1125 participantes de ambos sexos procedentes de la provincia de Cádiz, con edades comprendidas entre los 11 y 15 años. A partir del Análisis Factorial Exploratorio (AFE), realizado con la submuestra 1 (n=551), se identificaron cuatro factores: Expectativas económi-co/laborales, Expectativas académicas, Expectativas de bienestar personal y Expectativas familiares. Mediante un Análisis Factorial Confirmatorio (AFC), usando la submuestra 2 (n=574), se confirmó la estructura factorial de la escala, cuyo modelo presentaba un buen ajuste. Los análisis de los ítems y de fiabilidad demostraron una aceptable consistencia interna de la escala. Para la obtención de otras evidencias de validez, los datos obtenidos mediante el instrumento EEFA se contrastaron con otros instrumentos que evalúan autoestima y satisfacción vital, esperando obtener relaciones positivas entre los mismos. Se concluye que el instrumento EEFA, compuesto por 14 ítems, posee propiedades psicométricas adecuadas, considerándose un instrumento válido para evaluar las expectativas de futuro que presentan los adolescentes. Palabras clave: adolescencia; expectativas de futuro; propiedades psicométricas; autoestima; satisfacción vital.Title: Development and validation of the Adolescent Future Expectations Scale. Abstract: The aim of this study is to design and validate the Adolescent Future Expectations Scale. We analyze a sample consisting of 1125 participants of both sexes, from Cádiz, with an age range between 11 and 15 years old. Exploratory factorial analysis was performed with the sample 1 (n=551) and it resulted in four factors: economic expectations, academic expectations, expectations of personal well-being and family expectations. The application of the confirmatory factor analysis was performed with the sample 2 (n=574). The factor structure of the scale was confirmed. The model showed a good fit. The reliability and item analyses showed that the scale had good internal consistency. With the aim of determining construct validity, the data obtained by the Adolescent Future Expectations Scale were compared with other instruments that assess self-esteem and life satisfaction. We expected to get positive relationship between them. It was concluded that the 14-item scale is a valid instrument to evaluate adolescents' future expectations.

Predictive Capacity of Psychopathological Symptoms for Spanish Adolescents’ Future Expectations

“…Adolescents Future Expectations Scale (EEFA; Sánchez-Sandoval & Verdugo, 2016) [15] (Appendix I). This 14-item self-report scale determines what adolescents think about their future.…”

“…Boys and girls with high impulsiveness and negative future orientation showed the highest levels of risk behavior. Although early adolescents tend to have positive future expectations [15], the Open Access Library Journal current research examines whether the presence of psychopathology could be a risk factor for a positive view to the future. The study aims to: 1) analyze whether the future expectations of adolescents with psychopathological problems differ from those of others without problems (categorical model of mental disorder: clinical vs. normative group); 2) analyze the predictive capacity of psychopathological problems on adolescents' future expectations (dimensional model).…”

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

“…On the other hand, students’ future academic expectations, defined as a person’s beliefs that a particular event will actually occur in the future, have a strong influence on target setting [ 14 ] and show a negative correlation with dropout [ 11 ]. The positive association between future expectations and self-perception allows a person who imagines a more positive future to have better academic results [ 15 ].…”

A latent profile analysis of first-year university students’ academic expectations

“…A multidimensional description of academic expectations is defensible, considering the multifaceted nature of youngadult psychosocial development, adaptation to higher education, and academic environments. Students formulate expectations for future, regarding learning and academic success, personal development and autonomy, career plans, and development of interpersonal relationships with colleagues or the wider community (Pascarella & Terenzini, 2005;Sánchez-Sandoval & Verdugo, 2016). In recent years, a research project involving first-year students from Brazil, Portugal, and Spain developed a multidimensional measure for the assessment of academic expectations in seven dimensions: (i) training for employment and career development (e.g., to attain better qualifications to access the job market and therefore get better jobs), (ii) personal and social development (e.g., to increase levels of self-knowledge and autonomy), (iii) student mobility (e.g., to take part of student exchange programs or training experiences in another country), (iv) political engagement and citizenship (e.g., to engage in the discussion of social problems), (v) attending to social pressures (e.g., to match significant others' expectations or to reciprocate the investment of society in students' education), (vi) quality of education (e.g., to increase relevant knowledge in the scientific area of the graduation), and (vii) social interaction and leisure (e.g., to make new friends and have moments of companionship).…”