Escala de estrategias pedagógicas para la autonomía en el aprendizaje

Brenda Cecilia Padilla Rodríguez; Alejandro Armellini; Arturo de la Garza González; María de los Ángeles Cuéllar Villanueva; Daniela de la Cruz Moreno; Jose Armando Peña Moreno

doi:10.24320/redie.2025.27.e16.6711

Authors

Brenda Cecilia Padilla Rodríguez Autonomous University of Nuevo León https://orcid.org/0000-0002-4313-8785
Alejandro Armellini University of Portsmouth https://orcid.org/0000-0001-9147-3214
Arturo de la Garza González Autonomous University of Nuevo León https://orcid.org/0000-0002-9835-3351
María de los Ángeles Cuéllar Villanueva Universidad Ciudadana de Nuevo León https://orcid.org/0009-0008-8967-8067
Daniela de la Cruz Moreno Autonomous University of Nuevo León https://orcid.org/0000-0003-0134-5118
José Armando Peña Moreno Autonomous University of Nuevo León https://orcid.org/0000-0003-2723-7123

DOI:

https://doi.org/10.24320/redie.2025.27.e16.6711

Keywords:

educational autonomy, teaching practice, classroom techniques

Abstract

Learner autonomy means taking responsibility for one’s own learning and using self-regulation strategies. This ability is not innate but acquired, often requiring guidance from teachers. The focus of this paper is the design and validation of the Pedagogical Strategies for Learner Autonomy Scale (EEPAA), which was administered to a sample of 590 Mexican teachers, mostly from high schools and universities. Exploratory and confirmatory factor analyses were used to group the items into three factors: student perspective, meaningful rationales, and acceptance of criticism. These factors are positively and significantly correlated with each other. The final version of the scale includes 24 items and shows high internal consistency (Cronbach’s alpha = 0.977). The scale helps to identify teaching styles that support learner autonomy. A higher score suggests the use of a higher number of pedagogical strategies to develop student autonomy.

Downloads

Download data is not yet available.

References

Campo-Arias, A., Herazo, E. y Oviedo, H. C. (2012). Análisis de factores: fundamentos para la evaluación de instrumentos de medición en salud mental. Revista Colombiana de Psiquiatría, 41(3), 659–671. https://doi.org/10.1016/S0034-7450(14)60036-6

Cheon, S. H., Reeve, J. y Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004

Cosentino, A. C. y Castro, A. C. (2008). Adaptación y validación argentina de la Marlowe-Crowne Social Desirability Scale. Interdisciplinaria: Revista de Psicología y Ciencias Afines, 25(2), 197–216. https://psycnet.apa.org/record/2009-01779-003

Cronbach, L. J. (1942). Studies of acquiescence as a factor in the true-false test. Journal of Educational Psychology, 33(6), 401–415. https://doi.org/10.1037/h0054677

Delgado, Y. L., López, O., Calua, M. R. y Moreno, J. P. (2021). Autonomous learning in the educational context: A psychological perspective. ASEAN Journal of Psychiatry, 22(9), 1–19. https://www.aseanjournalofpsychiatry.org/articles/autonomous-learning-in-the-educational-context-a-psychological-perspective.pdf

Epskamp, S. (2019). Psychonetrics. R package, version 0.7.1. http://psychonetrics.org/

García-Fernández, J., Postigo, Á., Cuesta, M., González-Nuevo, C., Menéndez-Aller, Á., y García-Cueto, E. (2022). To be direct or not: Reversing Likert response format items. The Spanish Journal of Psychology, 25, e24. https://doi.org/10.1017/SJP.2022.20

Hu, L. T. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Huéscar, E. y Moreno-Murcia, J. A. (2017). Apoyo a la autonomía entre estudiantes, estrés percibido y miedo a la evaluación negativa: relaciones con la satisfacción con la vida. Psicología Conductual, 25(3), 517–528. https://www.imrpress.com/journal/bp/25/3/pii/20172503517

Jehanghir, M., Ishaq, K. y Akbar, R. A. (2024). Effect of learners’ autonomy on academic motivation and university students’ grit. Education and Information Technologies, 29, 4159–4196 https://doi.org/10.1007/s10639-023-11976-2

Kan, K. J., de Jonge, H., van der Maas, H. L. J., Levine, S. Z. y Epskamp, S. (2020). How to compare psychometric factor and network models. Journal of Intelligence, 8(4), 35. https://doi.org/10.3390/jintelligence8040035

Komlosi-Ferdinand, F. (2019). Emotions, learning-autonomy and gender-specific attitudes in the ESL classroom. Working Papers in Language Pedagogy, 13, 65–81. https://langped-old.elte.hu/WoPaLParticles/W13KomlosiFerdinandF.pdf

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., Whitelock, D. (2022). Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University. https://prismic-io.s3.amazonaws.com/ou-iet/5c334004-5f87-41f9-8570-e5db7be8b9dc_innovating-pedagogy-2022.pdf

Kusmaryono, I., Wijayanti, D. y Maharani, H. R. (2022). Number of response options, reliability, validity, and potential bias in the use of the Likert scale education and social science research: A literature review. International Journal of Educational Methodology, 8(4), 625–637. https://doi.org/10.12973/ijem.8.4.625

Lin, L. y Reinders, H. (2019). Students’ and teachers’ readiness for autonomy: beliefs and practices in developing autonomy in the Chinese context. Asia Pacific Education Review, 20, 69–89. https://doi.org/10.1007/s12564-018-9564-3

Ljubin-Golub, T., Rijavec, M. y Olčar, D. (2020). Student flow and burnout: The role of teacher autonomy support and student autonomous motivation. Psychological Studies, 65, 145–156. https://doi.org/10.1007/s12646-019-00539-6

Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A. y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. http://dx.doi.org/10.6018/analesps.30.3.199361

Moreno-Murcia, J. A., Huéscar, E., Andrés-Fabra, J. A. y Sánchez-Latorre, F. (2020). Adaptación y validación de los cuestionarios de apoyo a la autonomía y estilo controlador a la educación física: relación con el feedback. Revista Ciencias de la Actividad Física UCM, 21(1), 1-16. http://doi.org/10.29035/rcaf.21.1.3

Okada, R. (2023). Effects of perceived autonomy support on academic achievement and motivation among higher education students: A meta-analysis. Japanese Psychological Research, 65(3), 230-242. https://doi.org/10.1111/jpr.12380

Ozer, O. y Yukselir, C. (2023). ‘Am I aware of my roles as a learner?’ The relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners. Language Awareness, 32(1), 19-38. https://doi.org/10.1080/09658416.2021.1936539

Preston, C. C. y Colman, A. M. (2000). Optimal number of response categories in rating scales: reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1-15. https://doi.org/10.1016/S0001-6918(99)00050-5

Reeve, J. y Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657

Reeve, J., Jang, H., Carrell, D., Jeon, S. y Barch, J. (2004). Enhancing student’s engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147–169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f

Reeve, J. y Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218. https://doi.org/10.1037/0022-0663.98.1.209

Ryan, R., M. y Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. Studies in Self-Access Learning Journal, 3(1), 24-40. https://doi.org/10.37237/030103

Vigil-Colet, A., Navarro-González, D. y Morales-Vives, F. (2020). To reverse or to not reverse Likert-type items: That is the question. Psicothema, 32(1), 108-114. https://doi.org/10.7334/psicothema2019.286

Yüce, E. (2023). Critical thinking, autonomous learning, and academic grit among preservice EFL teachers. Thinking Skills and Creativity, 50, 101382. https://doi.org/10.1016/j.tsc.2023.101382