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dc.contributor.authorGarcía-Cano, Lupe
dc.contributor.authorColás-Bravo, Pilar
dc.coverage.spatialColombiaspa
dc.date.accessioned2021-05-20T19:57:48Z
dc.date.available2021-05-20T19:57:48Z
dc.date.issued2020
dc.identifier.issn7185006
dc.identifier.urihttp://hdl.handle.net/11371/3910
dc.description.abstractEl objetivo de este estudio es presentar la validación de una escala para registrar factores pedagógicos asociados al compromiso académico de los universitarios con sus estudios. La escala está compuesta por los siguientes factores: motivación, valores, oportunidades, estado emocional, engagement, gestión y estado anímico. La muestra estuvo conformada por 532 estudiantes, seleccionados mediante un muestreo aleatorio y estratificado. Se realizó un análisis factorial exploratorio (AFE) y un análisis factorial confirmatorio (AFC). Los resultados indicaron que los factores que conforman la escala explican el 70% de la varianza del constructo compromiso académico, además de mostrar una alta consistencia interna. El AFC confirmó la validez convergente y discriminante de la escala elaborada. Se concluye que la escala posee adecuadas propiedades psicométricas para valorar el compromiso académico de los estudiantes universitarios. Por tanto, puede ser de utilidad para diagnosticar situaciones y contextos universitarios que requieran de un mayor compromiso de los universitarios con su aprendizaje.spa
dc.relation.urihttps://www.researchgate.net/publication/347265200_Factores_pedagogicos_asociados_con_el_compromiso_de_los_universitarios_con_sus_estudiosspa
dc.source.urihttps://www.researchgate.net/journal/Formacion-Universitaria-0718-5006spa
dc.titleFactores pedagógicos asociados con el compromiso de los universitarios con sus estudiosspa
dc.description.abstractenglishThe objective of this research study was to validate a scale to record pedagogical factors related to academic engagement of university students and their studies. The scale was composed of seven factors: motivation, values, opportunities, emotional state, engagement, management, and mood. The sample was taken from 532 students selected through random and stratified sampling. An exploratory factor analysis and a confirmatory factor analysis were performed. The results indicated that the factors in the scale explained 70% of the variance of the academic engagement construct. In addition, these factors showed high internal consistency. The confirmatory factor analysis corroborated the convergent and discriminatory validity of the scale. It is concluded that the scale had adequate psychometric properties to assess academic engagement of university students. Therefore, the scale is useful to diagnose university situations and contexts that require increased university student engagement with their learning process.spa
dc.relation.citationvolume13spa
dc.relation.ispartofjournalFormacion Universitariaspa
dc.title.translatedPedagogical factors that explain the engagement of university students with their studiesspa
dc.description.publindexQ3spa
dc.publisher.facultyFacultad de Ciencias Humanas y Socialesspa
dc.description.researchgroupLa razón Pedagogicaspa


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