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

Authors

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

Keywords:

educational planning, psychometry, higher education

Supporting Agencies:

Comisión Nacional de Investigación Científica y Tecnológica

Abstract

Learning disposition strategies (setting goals, managing time, and organizing resources) are key to self-regulated learning and student performance and so they should be measured as accurately as possible. However, instruments to measure learning strategies are too general to evaluate dispositional strategies. The aim of this study was to design and analyze the psychometric properties of a learning disposition strategy instrument for university students, which was administered to a convenience sample of 630 Chilean university students. An explanatory and confirmatory factor analysis was carried out. The full scale and its four subscales showed adequate internal consistency (α > 0.70), a latent structure that fit the data and weak but statistically significant correlations with student-reported grades. It is concluded that the instrument is reliable and valid for use with higher education students.

Downloads

Download data is not yet available.

References

Ato, M., López, J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511

Boekaerts, M. y Corno, L. (2005). Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology, 54(2), 199-231. https://doi.org/10.1111/j.1464-0597.2005.00205.x

Boruchovitch, E. y Dos Santos, A. (2015). Psychometric studies of the learning strategies scale for university students. Paidéia, 25(60), 19-27. https://doi.org/10.1590/1982-43272560201504

Broadbent, J. y Poon, W. (2015). Self-regulated learning strategies y academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007

Cerda, J. y Villarroel, L. (2008). Evaluación de la concordancia inter-observador en investigación pediátrica: Coeficiente de Kappa. Revista Chilena de Pediatría, 79(1), 54-58. https://doi.org/10.4067/S0370-41062008000100008

Cetin, B. (2015). Academic motivation and self-regulated learning in predicting academic achievement in college. Journal of International Education Research, 11(2), 95-106. https://doi.org/10.19030/jier.v11i2.9190

Chi-Tung, C. y Ruey-Gwo, C. (2011). The construction and verification of a self-regulated learning process model of the electrical technology basic competency. Learning, 5(19), 862-870.

Claxton, G. y Carr, M. (2004). A framework for teaching learning: the dynamics of disposition. Early Years, 24(1), 87-97. https://doi.org/10.1080/09575140320001790898

D’Lima, G., Winsler, A. y Kitsantas, A. (2014). Ethnic and gender differences in first-year college students’ goal orientation, self-efficacy, and extrinsic and intrinsic motivation. The Journal of Educational Research, 107(5), 341-356. https://doi.org/10.1080/00220671.2013.823366

Dobronyi, C., Oreopoulos, P. y Petronijevic, U. (2019). Goal setting, academic reminders, and college success: A large-scale field experiment. Journal of Research on Educational Effectiveness, 12(1), 38-66. https://doi.org/10.1080/19345747.2018.1517849

Dörrenbächer, L. y Perels, F. (2016). Self-regulated learning profiles in college students: their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51(1), 229-241. https://doi.org/10.1016/j.lindif.2016.09.015

Dresel, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T., Jöstl, G., Klung, J., Roth, A., Wimmer, B. y Steuer, G. (2015). Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews. Studies in Higher Education, 40(3), 454-470. https://doi.org/10.1080/03075079.2015.1004236

Durán-Aponte, E. y Pujol, L. (2013). Manejo del tiempo académico en jóvenes que inician estudios en la Universidad Simón Bolívar. Revista Latinoamericana de Ciencias Sociales, 11(1), 93-108. http://revistaumanizales.cinde.org.co/rlcsnj/index.php/Revista-Latinoamericana/article/view/835

García-Ros, R. y Pérez-González, F. (2012). Spanish version of the time management behavior questionnaire for university students. The Spanish Journal of Psychology, 15(3), 1485-1494. https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39432

Gargallo, B., Suarez-Rodríguez, J. y Pérez-Pérez, C. (2009). El Cuestionario CEVEAPEU. Un instrumento para la evaluación de las estrategias de aprendizaje de los estudiantes universitarios. Relieve, 15(2), 1-31. https://doi.org/10.7203/relieve.15.2.4156

Garzón-Umerenkova, A. y Gil-Flores, J. (2017). Gestión del tiempo en alumnado universitario con diferentes niveles de rendimiento académico. Educação e Pesquisa, 44(1), 1-16. https://doi.org/10.1590/s1678-4634201708157900

Hadwin, A. y Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240-264.

Han, J. y Lu, Q. (2018). A correlation study among achievement motivation, goal-setting and L2 learning strategy in EFL context. English Language Teaching, 11(2), 5-14. https://doi.org/10.5539/elt.v11n2p5

Hu, L. y Bentler, P. (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

Iwamoto, D., Hargis, J., Bordner, R. y Chandler, I. (2017). Self-regulated learning as a critical attribute for successful teaching and learning. International Journal for the Scholarship of Teaching and Learning, 11(2), 1-10. https://doi.org/10.20429/ijsotl.2017.110207

Kassaw, K. y Astatke, M. (2017). Gender, academic self-efficacy, and goal orientation as predictors of academic achievement. Global Journal of Human-Social Science Research, 17(6), 55-65.

Kitsantas, A., Winsler, A. y Huie, F. (2008). Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study. Journal of Advanced Academics, 20(1), 42-68.

Kolovelonis, A., Goudas, M. y Dermitzaki, I. (2012). The effects of self-talk and goal setting on self-regulation of learning a new motor skill in physical education. International Journal of Sport and Exercise Psychology, 10(3), 221-235. https://doi.org/10.1080/1612197X.2012.671592

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. https://doi.org/10.6018/analesps.30.3.199361

Mettler, J., Carsley, D., Joly, M. y Heath, N. (2017). Dispositional mindfulness and adjustment to university. Journal of College Student Retention: Research, Theory & Practice, 21(1), 38-52. https://doi.org/10.1177/1521025116688905

Muñiz, J., Elosua, P. y Hambleton, K. (2013). Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema, 25(2), 151-157. https://doi.org/10.7334/psicothema2013.24

Neroni, J., Meijs, C., Gijselaers, H., Kirschner, P. y de Groot, R. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73(4), 1-7. https://doi.org/10.1016/j.lindif.2019.04.007

Núñez, J., Amieiro, N., Álvarez, D., García, T. y Dobarro, A. (2015). Escala de evaluación de la autorregulación del aprendizaje a partir de textos (ARATEX-R). European Journal of Education and Psychology, 8(1), 9-22. https://doi.org/10.1016/j.ejeps.2015.10.002

Panadero, E. (2017). A review of self-regulated learning: six models and four directions for research. Frontiers in Psychology, 8, 1-28. https://doi.org/10.3389/fpsyg.2017.00422

Pérez, M., Valenzuela, M., Díaz, A., González-Pienda, J. y Núñez, J. (2011). Disposición y enfoques de aprendizaje en estudiantes universitarios de primer año. Universitas Psychologica, 10(2), 441-449. file:///C:/Users/sopor/Downloads/691-Texto%20del%20art%C3%ADculo-5616-1-10-20111012.pdf

Pintrich, P. (2000). The role of goal orientation in self-regulated learning. En M. Boekaerts, P. Pintrich, y M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

Puma-at, R. (2016). Study habits of business students towards achieving academic performance. International Journal of Liberal Arts and Social Science, 4(5), 57-70.

Ramírez-Echeverry, J., García-Carrillo, A. y Olarted, F. (2016). Adaptation and validation of the motivated strategies for learning questionnaire –MSLQ- in engineering students in Colombia. International Journal of Engineering Education, 32(4), 1774-1787.

Roick, J. y Ringeisen, T. (2018). Students’ math performance in higher education: Examining the role of self-regulated learning and self-efficacy. Learning and Individual Differences, 65, 148-158. https://doi.org/10.1016/j.lindif.2018.05.018

Roth, A., Ogrin, S. y Schmitz, B. (2016). Assessing self-regulated learning in higher education: A systematic literature review of self-report instruments. Educational Assessment, Evaluation and Accountability, 28(3), 225-250. https://doi.org/10.1007/s11092-015-9229-2

Sáez, F., Bustos, C., Pérez, M., Mella, J., Lobos, K. y Díaz, A. (2018). Disposición al estudio, autoeficacia y atribuciones causales en estudiantes universitarios chilenos. Propósitos y Representaciones, 6(1), 1-18. http://dx.doi.org/10.20511/pyr2018.v6n1.179

Sayari, K., Jalagat, R. y van Dalluay, M. (2018). Assessing the relationship of time management and academic performance of the business students in Al-Zahra college for women. European Business y Management, 3(1), 1-8. https://doi.org/10.11648/j.ebm.20170301.11

Schutz, C. M., Gallagher, M. L. y Tepe, R. E. (2011). Differences in learning and study strategies inventory scores between chiropractic students with lower and higher grade point averages. The Journal of Chiropractic Education, 25(1), 5-10.

Sebesta, A. y Bray, E. (2017). How should I study for the exam? Self-regulated learning strategies and achievement in introductory biology. CBE Life Sciences Education, 16(2), 1-12. https://doi.org/10.1187/cbe.16-09-0269

Shernoff, D. J., Ruzek, E. y Sinha, S. (2017). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 38(2), 201-218. https://doi.org/10.1177/0143034316666413

Tempelaar, D., Rienties, B. y Nguyen, Q. (2017). Towards actionable learning analytics using dispositions. IEEE Transactions on Learning Technologies, 10(1), 6-16.

Thibodeaux, J., Deutsch, A., Kitsantas, A. y Winsler, A. (2017). Firsty-year college students’ time use: Relations with self- regulation and GPA. Journal of Advanced Academics, 28(1), 5-27. https://doi.org/10.1177/1932202X16676860

Triquet, K., Peeters, J y Lombaerts, K. (September 2017). Self-regulated learning online : Empirical foundations, promotion and evaluation for teacher professional Development. Contributing SRL Part to TeachUp. A policy experimentation co-funded by Erasmus+. Deliverable D1:1: Gaps in ITE and CPD provision report. Department of Educational Sciences,Vrije Universiteit Brussel.

Trizano-Hermosilla, I. y Alvarado, J. (2016). Best alternatives to Cronbach’s alpha reliability in realistic conditions: Congeneric and asymmetrical measurements. Frontiers in Psychology, 7(1), 1-8. https://doi.org/10.3389/fpsyg.2016.00769

Urrutia, M., Barrios, S., Gutiérrez, M. y Mayorga, M. (2014). Métodos óptimos para determinar validez de contenido. Revista Cubana de Educacion Médica Superior, 28(3), 547-558. http://www.ems.sld.cu/index.php/ems/article/view/301

van Rooij, E., Jansen, E. y van de Grift, W. (2017). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33, 749-767. https://doi.org/10.1007/s10212-017-0347-8

Winne, P. (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45(4), 267-276. https://doi.org/10.1080/00461520.2010.517150

Winne, P. y Hadwin, A. (1998). Studying as self-regulated learning. En D. J. Hacker, J. Dunlosky, y A. C. Graesser (Eds.). Metacognition in educational theory and practice (pp. 277-304). Routledge. https://doi.org/10.4324/9781410602350

Wolters, C. y Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311. https://doi.org/10.1007/s11409-014-9128-9

Yan, V., Thai, K.-P. y Bjork, R. (2014). Habits and beliefs that guide self-regulated learning: do they vary with mindset? Journal of Applied Research in Memory and Cognition, 3(3), 140-152. https://doi.org/10.1016/j.jarmac.2014.04.003

Yang, G., Badri, M., Al Rashedi, A., Almazroui, K., Qalyoubi, R. y Nai, P. (2017). The effects of classroom and school environments on student engagement: the case of high school students in Abu Dhabi public schools. Compare: A Journal of Comparative and International Education, 47(2), 223-239. https://doi.org/10.1080/03057925.2016.1230833

Yusuff, K. (2018). Does personalized goal setting and study planning improve academic performance and perception of learning experience in a developing setting? Journal of Taibah University Medical Sciences, 13(3), 232-237. https://doi.org/10.1016/j.jtumed.2018.02.001

Zimmerman, B. (2000). Attaining self-regulation a social cognitive perspective. En M. Boekaerts, P. Pintrich, y M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-40). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909

Zimmerman, B. y Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155. https://doi.org/10.1016/j.cedpsych.2014.03.004