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    Validez, fiabilidad e invarianza factorial de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios
    (2022)
    Diego García Álvarez
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Juan Diego Hernández Lalinde
    <jats:p>El objetivo de la investigación fue evaluar las propiedades psicométricas de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios, así como corroborar la invarianza factorial con respecto al sexo. Participaron un total de 472 estudiantes, todos pertenecientes a una universidad ubicada en Maracaibo, Venezuela. En ambas escalas se probó el ajuste de varios modelos presentados en la literatura, hallando evidencias de validez factorial. Por un lado, la medida de autoeficacia general exhibió índices adecuados en una versión reducida de nueve ítems, mientras que la de autoeficacia académica reportó una adecuación satisfactoria cuando se planteó una estructura abreviada de siete reactivos. La fiabilidad, para ambos cuestionarios, se localizó en el rango comprendido entre valores buenos y excelentes. Por otra parte, el análisis de invarianza mostró que las escalas conservan sus propiedades según sexo, hecho que permite utilizarlas para estimar los factores latentes y realizar contrastes entre personas de ambos sexos. Se concluye que estas escalas son herramientas psicométricas confiables y válidas que pueden ser utilizadas en contextos universitarios para medir constructos como estos, relevantes para el éxito estudiantil. Palabras clave. Propiedades psicométricas, validez, confiabilidad, autoeficacia, educación superior. Abstract. The aim of the research was to evaluate the psychometric properties of the scales of general self-efficacy and academic self-efficacy in university students, as well as to assess the factorial invariance with respect to gender. A total of 472 students participated, all belonging to a university located in Maracaibo, Venezuela. In both scales, the adjustment of several models presented in the literature was tested, finding evidence of factorial validity. On the one hand, the general self-efficacy measure exhibited adequate indices in a reduced version of nine items, while the academic self-efficacy measure reported a satisfactory fit when a shortened structure of seven items was proposed. Reliability, for both questionnaires, was located in the range between good and excellent values. Furthermore, the analysis of invariance showed that the scales retain their properties according to sex, a fact that allows them to be used to estimate latent factors and make contrasts between people of both genders. It is concluded that these scales are reliable and valid psychometric tools that can be used in university contexts to measure constructs such as these, relevant to student success. Keywords. Psychometric properties, validity, reliability, self-efficacy, higher education.</jats:p>
    Scopus© Citations 7  1
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    Estructura Factorial y Confiabilidad de la Escala Búsqueda de Ayuda Académica en Universitarios Chilenos
    (2023)
    XIMENA PAULINA LOPEZ CAMPOS
    ;
    CRISTHIAN EXEQUEL PEREZ VILLALOBOS
      6
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      1Scopus© Citations 4  1
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    Propiedades psicométricas de la Escala de Satisfacción con la Vida en los Estudiantes (SLSS) de Huebner en niños y niñas de 10 a 12 años de Chile
    (2016)
    ALFARO INZUNZA, JAIME ANDRES  
    ;
    Javier Guzman
    ;
    David Sirlopu
    ;
    Catalina Garcia
    ;
    REYES REYES, FERNANDO TEDDY  
    <jats:p>&lt;p&gt;This paper analizes the psychometric properties of the Huebner’s SLSS in a sample of Chilean boys and girls. It was applied to 1096 students between 10 and 12 years old (M=11; SD= 0.89) who attended public, semiprivate and private schools in Santiago, Valparaíso and Concepción. Reliability analysis of internal consistency, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were made. Results show an acceptable reliability in the internal consistency of the scale (α=.86); the factor analysis reveals two factors in the factor structure of the scale that correspond with life satisfaction and desire of change. The bi-factor solution of the model is discussed whereas it does not correspond to results in other investigations. This study reports results of the SLSS in child population and contributes to the use and development of assessment tools for social indicators that consider the self-report of subjective well-being in Chilean children.&lt;/p&gt;</jats:p>
    Scopus© Citations 37  3
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    Scopus© Citations 18  4
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      25  1Scopus© Citations 21
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    Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
    (2022)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Claudio Bustos
    ;
    Nelson Arias
    <jats:p>&lt;p style="text-align: justify;"&gt;This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.&lt;/p&gt;</jats:p>
    Scopus© Citations 1  1
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      1Scopus© Citations 8
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    Propiedades psicométricas de la Escala de Cohesión Social Percibida en la Escuela
    (2021)
    Alejandro Hernández Sánchez
    ;
    Paz Céspedes Cárdenas
    ;
    Claudia Paz Pérez-Salas
    ;
    Omar Alexandre Barriga
    <jats:p>Este artículo presenta evidencias de confiabilidad y validez de constructo para una escala de evaluación de la cohesión social percibida en la escuela, a través de medidas de participación escolar, colaboración y sentido de pertenencia. El instrumento fue construido a partir de indicadores usados en contexto escolar para cada una de estas variables, y sobre la base de lo que la literatura científica sobre cohesión social ha postulado acerca de las dimensiones que componen este complejo constructo. El instrumento fue probado en una muestra de 692 estudiantes (51% mujeres) de Enseñanza Básica y Media de la comuna de San Pedro de la Paz (Chile), mediante un diseño de encuestas transversales. Se realizó un análisis factorial exploratorio para estimar la validez de constructo de la escala utilizando métodos robustos con rotación Oblimin y confirmatorio mediante un estimador robusto de mínimos cuadrados ponderados; además de evaluar la fiabilidad con el coeficiente Omega de McDonald. Los resultados evidencian una estructura de tres factores, en concordancia con la propuesta teórica que guía el estudio, concluyendo que la escala parece ser una medida válida y confiable para el uso en estudiantes de edad escolar, contribuyendo a la investigación educativa sobre cohesión social.</jats:p>
      16