COBO RENDÓN, RUBIA CONSUELO
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COBO RENDÓN, RUBIA CONSUELO
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rcobo@udd.cl
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57202629325

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Proceso de Diseño de un Cuestionario de Aprendizaje Autorregulado para estudiantes de Educación Secundaria

2023 , Yaranay López-Angulo , Fabiola Sáez-Delgado , Nicole Arias-Roa , Javier Mella-Norambuena , COBO RENDÓN, RUBIA CONSUELO

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Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario

2022 , COBO RENDÓN, RUBIA CONSUELO , Carola Bruna Jofre , Karla Lobos , Nataly Cisternas San Martin , Esteban Guzman

After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.

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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

<p style="text-align: justify;">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.</p>

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Adaptación y validación de dos cuestionarios sobre implementación de la tecnología en la docencia universitaria

2022 , Karla Lobos , COBO RENDÓN, RUBIA CONSUELO , Esteban Guzmán , Carola Bruna

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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

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.

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Academic emotions, college adjustment, and dropout intention in university students

2023 , COBO RENDÓN, RUBIA CONSUELO , HOJMAN ANCELOVICI, VIVIANA ALEJANDRA , Diego García-Álvarez , Ramon Cobo Rendon

In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out.MethodsThe study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable.Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations.DiscussionGenerally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.

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Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology

2023 , Diego García-Álvarez , María José Soler , COBO RENDÓN, RUBIA CONSUELO , Juan José Hernández Suárez

The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.

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Strengths of Character in Well-Being and University Learning: A View from Educational Counseling

2023 , COBO RENDÓN, RUBIA CONSUELO , Diego García Alvarez

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Engagement, motivación académica y ajuste de estudiantado universitario

2022 , COBO RENDÓN, RUBIA CONSUELO , Yaranay López-Angulo , Fabiola Sáez-Delgado , Javier Mella-Norambuena

Introducción. El ingreso de la juventud a la universidad es un periodo desafiante e importante para su vida, tanto en términos académicos como personales. Se requiere disponer de un conjunto de habilidades que le permitan ajustarse satisfactoriamente a las demandas del nuevo contexto educativo. El ajuste a la vida universitaria se vuelve una variable clave, dado que permite hacer frente a los requisitos de motivación, ejecución y rendimiento propios de la experiencia universitaria en los ámbitos, académicos, sociales, institucionales y personales del estudiantado. Por tanto, es necesario conocer aquellas variables que predicen un adecuado ajuste del estudiantado para proponer intervenciones oportunas de mejora. Objetivo. Evaluar la capacidad predictiva del engagement y la motivación académica en el ajuste de estudiantado universitario. Metodología. Diseño predictivo-transversal, participaron 512 estudiantes de primer año de una universidad tradicional en Chile (hombres= 297; mujeres= 215). Promedio de edad 19 años (DE=1.49). Resultados. Los modelos de regresión propuestos fueron estadísticamente significativos. El engagement fue el mayor predictor del ajuste académico (β =.511; p<.01; r2=.40), institucional (β=.30; p<.01; r2=.37), social (β =.29; p<.01; r2=.15) y personal-emocional (β = .30; p<.01; r2=.10), seguido de la motivación autónoma. Conclusiones. El engagement académico es relevante no solo en la promoción del rendimiento académico, sino también en los procesos de integración y adaptación del estudiantado en el contexto universitario. Recomendaciones. Para contribuir con el ajuste del estudiantado durante los primeros años, se hace relevante la implementación de estrategias que potencien el engagement académico y la motivación autónoma.

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Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App

2021 , Karla Lobos , Fabiola Sáez-Delgado , BRUNA JOFRE, DANIELA VALENTINA , COBO RENDÓN, RUBIA CONSUELO , Alejandro Díaz-Mujica

Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.

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