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

Objetivos de desarrollo sostenible

Resumen

O interesse pelo estudo do compromisso académico do estudante está, atualmente, a aumentar exponencialmente no campo da investigação educativa. Existe um consenso na literatura científica que o considera uma construção multifacetada que consiste em três dimensões: compromisso comportamental, afetivo/emocional e cognitivo; embora tenham surgido outras vozes que defendem a inclusão de um quarto elemento: o compromisso agêntico. Apesar dos progressos feitos a nível internacional, em Espanha, há falta de instrumentos válidos para a sua medição durante o Ensino Básico. Por conseguinte, o objetivo do presente estudo foi realizar uma validação e adaptação transcultural ao contexto espanhol de dois importantes instrumentos para medir o compromisso académico perante o Ensino Básico. Após seguir um processo de adaptação, o instrumento foi administrado a uma amostra de 527 alunos (54,3% rapazes, 45,7% raparigas) do 3.º ao 6.º ano do Ensino Básico de seis escolas da província de Albacete (Espanha). Foram realizadas análises fatoriais confirmatórias, baseadas em diferentes modelos plausíveis para obter a estrutura fatorial mais adequada, e análises de fiabilidade. Os resultados revelaram que os modelos que agrupavam o compromisso agêntico separadamente das outras três dimensões alcançavam melhores níveis de ajuste, sendo esta a opção mais apropriada. O instrumento resultante, a Escala de Compromisso Académico para alunos do Ensino Básico, é válido e fiável para medir esta construção em alunos espanhóis escolarizados entre o 3.º e o 6.º ano do Ensino Básico.

€ Ver financiación

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

Referencias bibliográficas

  • Alemu, B. M., & Woldetsadik, D. A. (2020). Effect of teachers and students relationships on the academic engagement of students: A qualitative case study. Journal of Education, Society and Behavioral Science, 33(11), 48-62. https://doi.org/10.9734/jesbs/2020/v33i1130271
  • Arbuckle, J. L. (2017). IBM SPSS Amos 25 User’s Guide. Armonk, Nueva York, EE.UU.: IBM Corporation. https://usermanual.wiki/Document/IBMSPSSAmosUserGuide.308874530/view
  • Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Personality and Individual differences, 42(5), 815-824. https://doi.org/10.1016/j.paid.2006.09.018
  • Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191. https://doi.org/10.1097/00007632-200012150-00014
  • Beeby, A. (1998). Direction of translation (directionality). En M. Baker, (Ed.), Routledge Encyclopedia of Translation Studies (pp. 63-67). Routledge.
  • Burns, E. C., Martin, A. J., & Collie, R. J. (2021). A future time perspective of secondary school students' academic engagement and disengagement: A longitudinal investigation. Journal of School Psychology, 84, 109-123. https://doi.org/10.1016/j.jsp.2020.12.003
  • Clark, K. N., & Malecki, C. K. (2019). Academic determination scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49-66. https://doi.org/10.1016/j.jsp.2018.12.001
  • Corchuelo, C., Azánzazu, C. M., & Tirado, R. (2019). Influencia del apoyo familiar y escolar en el compromiso conductual de los estudiantes. Análisis multinivel en un IES de compensación educativa. Revista Complutense de Educación, 30(2), 605-622. https://doi.org/10.5209/RCED.57883
  • EUROSTAT, Oficina de Estadística de la Comunidad Europea (2020). Educación y formación en la UE: hechos y cifras 2019. Luxemburgo: Oficina de Publicaciones de la Unión Europea. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Education_and_training_in_the_EU_-_facts_and_figures
  • Fatou, N., & Kubiszewski, V. (2018). Are perceived school climate dimensions predictive of students’ engagement? Social Psychology of Education, 21, 427–446. https://doi.org/10.1007/s11218-017-9422-x
  • Fredricks, J. A. & McColskey, W. (2012). The measurement of student engagement: a comparative analysis of various methods and student self-report instruments. En S. Christenson, A. L. Reschy, & C. Wylie. (Ed.), Handbook of research on student engagement (pp. 319-339). Springer. https://doi.org/10.1007/978-1-4614-2018-7_37
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. https://doi.org/10.3102/00346543074001059
  • Fredricks, J. A., Filsecker, M. & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
  • Garrett, C. (2011). Defining, detecting, and promoting student engagement in college learning environments. Transformative Dialogues: Teaching & Learning Journal, 5(2), 1-12.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A Simple Guide and Reference. 11.0 Update (4ª ed.). Allyn & Bacon
  • Gutiérrez, M., Tomás, J. M., Romero, I., & Barrica, J. M. (2017). Perceived social support, school engagement and satisfaction with school. Revista de Psicodidáctica (English ed.), 22(2), 111-117. https://doi.org/10.1016/j.psicoe.2017.05.001
  • Hau, K. T., Kong, C. K., & Marsh, H. W. (2003). Chinese Self-description Questionnaire. Cross-cultural validation and extension of theoretical self-concept models. En H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (pp. 49-65). CT: Edad de la información.
  • Hazel, C., Vazirabadi, G., & Gallagher, J. (2013). Measuring aspirations, belonging, and productivity in secondary students: Validation of the student school engagement measure. Psychology in the Schools, 50(7), 689-704. https://doi.org/10.1002/pits.21703
  • Iacobucci, D. (2010). Structural equations modeling: Fit indices, sample size, and advanced topics. Journal of consumer psychology, 20(1), 90-98. https://doi.org/10.1016/j.jcps.2009.09.003
  • Ingles, C. J., Torregrosa, M. S., Hidalgo, M. D., Nuñez, J. C., Castejón, J. L., García-Fernández, J. M., & Valle, A. (2012). Validity evidence based on internal structure of scores on the Spanish version of the Self-Description Questionnaire-II. The Spanish Journal of Psychology, 15(1), 388-398. https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37345
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. The Guildford Press. http://repositorii.urindo.ac.id/repository2/files/original/b82f02562dfda5b0847b54046b85128bd7a5836a.pdf
  • Kljajic, K., Gaudreau, P., & Franche, V. (2017). An investigation of the 2× 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences, 57, 103-113. https://doi.org/10.1016/j.lindif.2017.06.004
  • Landis, R. N., & Reschly, A. L. (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36(2), 220-249. https://doi.org/10.1177/0162353213480864
  • Lara, L., Saracostti, M., Navarro, J. J., De-Toro, X., Miranda-Zapata, E., Trigger, J. M., & Fuster, J. (2018). Compromiso escolar: Desarrollo y validación de un instrumento. Revista Mexicana de Psicología, 35(1), 52-62. https://www.researchgate.net/profile/Laura-Lara-10/publication/322975518_Compromiso_escolar_Desarrollo_y_validacion_de_un_instrumento/links/5a9d1d01aca2721e3f326c35/Compromiso-escolar-Desarrollo-y-validacion-de-un-instrumento.pdf
  • Lee, K. M., Jones, M. K., & Day, S. X. (2017). The impact of academic competency teasing and self-concept on academic and psychological outcomes among gifted high school students. Learning and Individual Differences, 56, 151-158. https://doi.org/10.1016/j.lindif.2016.10.020
  • Lukkarinen, A., Koivukangas, P. & Seppälä, T. (2016). Relationship between class attendance and student performance. Procedia - Social and Behavioral Sciences, 228, 341-347. https://doi.org/10.1016/j.sbspro.2016.07.051
  • Madigan, D. J., & Kim, L. E. (2020). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
  • Martin, A. J., Papworth, B., Ginns, P., Malmberg, L. E., Collie, R. J., & Calvo, R. A. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35. https://doi.org/10.1016/j.lindif.2015.01.014
  • Miranda-Zapata, E., Lara, L., Navarro, J. J., Saracostti, M., & de-Toro, X. (2018). Modelling the Effect of School Engagement on Attendance to Classes and School Performance. Revista de Psicodidáctica (English ed.), 23(2), 102-109. https://doi.org/10.1016/j.psicoe.2018.03.001
  • Montenegro, A. (2017). Understanding the concept of agentic engagement for learning. Colombian Applied Linguistics Journal, 19(1), 117–138. https://doi.org/10.14483/calj.v19n1.10472
  • Moreira, P. A. S., & Lee, V. E. (2020). School social organization influences adolescents' cognitive engagement with school: The role of school support for learning and of autonomy support. Learning and Individual Differences, 80, 101885. https://doi.org/10.1016/j.lindif.2020.101885
  • Park, G., Lubinski, D., & Benbow, C. P. (2007). Contrasting intellectual patterns predict creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years. Psychological Science, 18(11), 948-952. https://doi.org/10.1111/j.1467-9280.2007.02007.x
  • Ramos-Díaz, E., Rodríguez-Fernández, A., & Revuelta, L. (2016). Validation of the Spanish Version of the School Engagement Measure (SEM). The Spanish Journal of Psychology, 19, 1-9. https://doi.org/10.1017/sjp.2016.94
  • Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690
  • Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  • Rodríguez, M. N., & Ruiz, M. A. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial. Psicológica: Revista de metodología y psicología experimental, 29(2), 205-227. http://www.redalyc.org/articulo.oa?id=16929206
  • Rodríguez-Fernández, A., Ramos-Díaz E., Madariaga J. M., Arrivillaga A., & Galende N. (2016). Steps in the construction and verification of an explanatory model of psychosocial adjustment. European Journal of Education and Psychology, 9(1), 20–28. https://doi.org/10.1016/j.ejeps.2015.11.002
  • Rodríguez-Pereiro, S., Regueiro, B., Rodríguez, S., Piñeiro, I., Estévez, I. & Valle, A. (2019). Rendimiento previo e implicación en los deberes escolares de los estudiantes de los últimos cursos de Educación Primaria. Psicología Educativa, 25, 109-116. https://doi.org/10.5093/psed2019a2
  • Sandoval-Muñoz, M. J., Mayorga-Muñoz, C. J., Elgueta-Sepúlveda, H. E., Soto-Higuera, A. I., Viveros-Lopomo, J., & Riquelme-Sandoval, S. V. (2018). Compromiso y motivación escolar: Una discusión conceptual. Revista Educación, 42(2), 66-79. https://doi.org/10.15517/revedu.v42i2.23471
  • Serrano, C., & Andreu, Y. (2016). Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico de adolescentes. Revista de Psicodidáctica, 21(2) (2016), 357-374. https://doi.org/10.1387/RevPsicodidact.14887
  • Siddiq, F., Gochyyev, P. & Valls, O. (2020). The role of engagement and academic behavioral skills on young students’ academic performance: A validation across four countries. Studies in Educational Evaluation, 66, 100880 https://doi.org/10.1016/j.stueduc.2020.100880
  • Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13. https://doi.org/10.1080/00461520.2014.1002924
  • Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross‐cultural health care research: a clear and user‐friendly guideline. Journal of evaluation in clinical practice, 17(2), 268-274. https://doi.org/10.1111/j.1365-2753.2010.01434.x
  • Stevenson, N. A., Swain-Bradway, J., & LeBeau, B. C. (2021). Examining high school student engagement and critical factors in dropout prevention. Assessment for Effective Intervention, 46(2), 155-164. https://doi.org/10.1177/1534508419859655
  • Suárez, N., Regueiro, B., Estévez, I., Ferradas, M. M., Couñago, M. A. G., & Rodríguez, S. (2019). Individual precursors of student homework behavioral engagement: The role of intrinsic motivation, perceived homework utility and homework attitude. Frontiers in Psychology, 10(941). https://doi.org/10.3389/fpsyg.2019.00941
  • Tarabini, A., Curran, M., Montes, A. & Parcerisa, L., (2018). Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success. Educational Studies, 45(2), 226-241. https://doi.org/10.1080/03055698.2018.1446327
  • Thompson, B. (1997). The importance of structure coefficients in structural equation modelling confirmatory factor analysis. Educational and Psychological Measurement, 57, 5–19. http://dx.doi.org/10.1177/0013164497057001001
  • Tomás, J. M., Gutiérrez, M., Sancho, P., Chireac, S., & Romero, I. (2016). El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones. Enseñanza & Teaching, 34(1), 119-135. http://dx.doi.org/10.14201/et2016341119135
  • Valle, A., Regueiro, B., Núñez, J. C., Rodríguez, S., Piñeiro, I., & Rosário, P. (2016). Academic goals, student homework engagement, and academic achievement in Elementary school. Frontiers in Psychology, 7(463), 1-10. https://doi.org/10.3389/fpsyg.2016.00463
  • Veiga F. H., Burden R., Appleton J., Taveira M. C., & Galvão D., (2014). Student’s engagement in school: Conceptualization and relations with personal variables and academic performance. Journal of Psychology and Education, 9(1), 29–47. http://hdl.handle.net/10451/18039
  • Vracheva, VP, Moussetis, R. & Abu-Rahma, A. (2019). El papel mediador del compromiso en la relación entre la curiosidad y el desarrollo del estudiante: un estudio preliminar. Revista de estudios sobre la felicidad, 21, 1529-1547. https://doi.org/10.1007/s10902-019-00140-8
  • Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of educational psychology, 101(4), 817. https://doi.org/10.1037/a0016127
  • Wang M. T., Willett J. B., & Eccles J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49, 465–480. https://doi.org/10.1016/j.jsp.2011.04.001
  • Wang, M. T., & Hofkens, T.L., (2020). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 5, 419–433. https://doi.org/10.1007/s40894-019-00115-z
  • Wang, M. T., & Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49 (7), 1266-1276. https://doi.org/10.1037/a0030028
  • Wang, Y., Tian, L., & Huebner, E. S. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139. https://doi.org/10.1016/j.cedpsych.2019.01.003.
  • Zaff, J. F., Donlan, A., Gunning, A., Anderson, S. E., McDermott, E., & Sedaca, M. (2017). Factors that promote high school graduation: A review of the literature. Educational Psychology Review, 29(3), 447-476. https://doi.org/10.1007/s10648-016-9363-5
Fuente de los datos: Dialnet