Adaptación y validación transcultural al español del University Student Engagement Inventory

  1. Agustín Freiberg Hoffmann 1
  2. Agustín Romero Medina 2
  3. Karina Curione 3
  4. João Marôco 4
  1. 1 Universidad de Buenos Aires
    info

    Universidad de Buenos Aires

    Buenos Aires, Argentina

    ROR https://ror.org/0081fs513

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  3. 3 Universidad de la República
    info

    Universidad de la República

    Montevideo, Uruguay

    ROR https://ror.org/030bbe882

  4. 4 Instituto Superior de Psicología Aplicada
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Revista:
Revista Latinoamericana de Psicología

ISSN: 0120-0534

Año de publicación: 2022

Volumen: 54

Número: 0

Páginas: 187-195

Tipo: Artículo

DOI: 10.14349/RLP.2022.V54.21 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Latinoamericana de Psicología

Resumen

Introducción: el compromiso académico hace referencia a la predisposición que los estudiantes tienen a participar de manera activa en la vida universitaria, asistiendo a las clases, entregando los trabajos a tiempo y siguiendo las instrucciones de los docentes. Existe evidencia que demuestra que el compromiso académico predice positivamente el éxito de los estudiantes. Por esta razón, es que su evaluación cobra gran relevancia para el ámbito educativo universitario a la hora de diseñar prácticas pedagógicas que estimulen el compromiso de los alumnos. El objetivo del presente trabajo fue adaptar y validar la versión del University Student Engagement Inventory (USEI) al español, contemplando diferencias lingüísticas y culturales de tres países hispanohablantes. Método: participaron 921 estudiantes universitarios de España, Argentina y Uruguay. Se aplicó el USEI que consta de 15 afirmaciones agrupadas en tres dimensiones de compromiso: conductual, cognitivo, emocional. Resultados: después de que tres traductores realizaran la adaptación lingüística del instrumento, nueve jueces expertos analizaron el contenido de los ítems y conservaron como resultado la totalidad de los reactivos. Más adelante, se analizó y verificó la estructura interna del instrumento —análisis factorial confirmatorio, validación cruzada, invarianza factorial, consistencia interna—, y también se obtuvo adecuada evidencia de validez externa concurrente entre las dimensiones del USEI y los enfoques de aprendizaje. Conclusión: se obtuvo una versión en español del USEI con adecuadas propiedades psicométricas que puede ser empleado en el ámbito de aplicación con el propósito de identificar el compromiso académico de los estudiantes y proponer acciones orientadas a mejorar sus aprendizajes.

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