Validación de la Versión Española de la Escala de Compromiso Académico para Educación Primaria

  1. Morcillo-Martínez, Antonio 1
  2. Infantes-Paniagua, Álvaro 1
  3. García-Notario, Andrés 2
  4. Contreras-Jordán, Onofre Ricardo 1
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  2. 2 Universidad Alfonso X el Sabio
    info

    Universidad Alfonso X el Sabio

    Villanueva de la Cañada, España

    ROR https://ror.org/054ewwr15

Revista:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Año de publicación: 2021

Volumen: 27

Número: 2

Tipo: Artículo

DOI: 10.30827/RELIEVE.V27I2.22769 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Resumen

El interés por el estudio del compromiso académico del estudiante se encuentra actualmente en auge dentro del ámbito de la investigación educativa. Existe un consenso en la literatura científica que lo considera un constructo multifacético conformado por tres dimensiones: compromiso conductual, afectivo/emocional y cognitivo; aunque han surgido otras voces que defienden la inclusión de un cuarto elemento: el compromiso agéntico. A pesar de los avances conseguidos a nivel internacional, en España se carece de instrumentos válidos para su medición durante la Educación Primaria. Por tanto, el objetivo del presente estudio se centró en realizar una validación y adaptación transcultural al contexto español de dos importantes instrumentos de medida del compromiso académico para Educación Primaria. Tras seguir un proceso de adaptación, el instrumento se administró a una muestra de 527 estudiantes (54.3% chicos, 45.7% chicas) de 3º a 6º de Educación Primaria de seis centros educativos de la provincia de Albacete (España). Se realizaron análisis factoriales confirmatorios, en base a diferentes modelos plausibles para obtener la estructura factorial más adecuada, y análisis de fiabilidad. Los resultados revelaron que los modelos que agrupaban al compromiso agéntico de manera separada frente a las otras tres dimensiones alcanzaban mejores niveles de ajuste, siendo esta la opción más adecuada. Se constata que el instrumento resultante, Escala de Compromiso Académico para alumnado de Educación Primaria, es válido y fiable para la medición de este constructo en alumnado español escolarizado entre 3º y 6º de Educación Primaria.

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Información de financiación

The present study is part of a national research project funded by the Ministry of Science, Innovation and Universities [Reference: PID2019-105167GB-I00].

Financiadores

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