Escala de estrategias de disposición al estudio en universitarios: propiedades psicométricas

Fabiola Sáez-Delgado; Claudio Bustos Navarrete; Karla Lobos Peña; Javier Mella-Norambuena; Alejandro Díaz Mujica

doi:10.24320/redie.2021.23.e08.3253

Autores

Fabiola Sáez-Delgado Universidad Católica de la Santísima Concepción https://orcid.org/0000-0002-7993-5356
Claudio Bustos Navarrete Universidad de Concepción https://orcid.org/0000-0003-3478-9858
Karla Lobos Peña Universidad Santo Tomás https://orcid.org/0000-0002-0145-0041
Javier Mella-Norambuena Universidad Técnica Federico Santa María https://orcid.org/0000-0002-4288-142X
Alejandro Díaz Mujica Universidad de Concepción http://orcid.org/0000-0002-3090-5463

DOI:

https://doi.org/10.24320/redie.2021.23.e08.3253

Palabras clave:

planificación de la educación, psicometría, educación superior

Agencias de apoyo:

Comisión Nacional de Investigación Científica y Tecnológica

Resumen

Las estrategias de disposición al estudio (establecer objetivos, gestionar el tiempo y organizar recursos) son claves para el aprendizaje autorregulado y el desempeño de los estudiantes, por lo que su medición debe ser lo más precisa posible. Sin embargo, los instrumentos para medir estrategias de aprendizaje son muy generales para evaluar estas estrategias disposicionales. Este estudio tuvo como objetivo diseñar y analizar las propiedades psicométricas del instrumento de estrategias de disposición al estudio en estudiantes universitarios, el cual fue aplicado a una muestra por conveniencia de 630 estudiantes universitarios chilenos. Se realizó análisis factorial exploratorio y confirmatorio. La escala total y sus 4 subescalas mostraron consistencia interna adecuada (α > 0.70), estructura latente ajustada a los datos y correlaciones débiles, aunque estadísticamente significativas, con las calificaciones reportadas por los alumnos. Se concluye que el instrumento es confiable y válido para su aplicación en estudiantes de educación superior.

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