Factores pedagógicos asociados con el compromiso de los universitarios con sus estudios
| dc.contributor.author | García-Cano, Lupe | |
| dc.contributor.author | Colás-Bravo, Pilar | |
| dc.coverage.spatial | Colombia | spa |
| dc.date.accessioned | 2021-05-20T19:57:48Z | |
| dc.date.available | 2021-05-20T19:57:48Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | El 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.description.abstractenglish | The 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.description.publindex | Q3 | spa |
| dc.description.researchgroup | La razón Pedagogica | spa |
| dc.identifier.issn | 7185006 | |
| dc.identifier.uri | http://hdl.handle.net/11371/3910 | |
| dc.publisher.faculty | Facultad de Ciencias Humanas y Sociales | spa |
| dc.relation.citationvolume | 13 | spa |
| dc.relation.ispartofjournal | Formacion Universitaria | spa |
| dc.relation.uri | https://www.researchgate.net/publication/347265200_Factores_pedagogicos_asociados_con_el_compromiso_de_los_universitarios_con_sus_estudios | spa |
| dc.source.uri | https://www.researchgate.net/journal/Formacion-Universitaria-0718-5006 | spa |
| dc.title | Factores pedagógicos asociados con el compromiso de los universitarios con sus estudios | spa |
| dc.title.translated | Pedagogical factors that explain the engagement of university students with their studies | spa |