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

Aldizkaria:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Argitalpen urtea: 2021

Alea: 27

Zenbakia: 2

Mota: Artikulua

DOI: 10.30827/RELIEVE.V27I2.22769 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Laburpena

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.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

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

Finantzatzaile

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