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Adaptación y validación transcultural al español del University Student Engagement Inventory
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Advisor(s)
Abstract(s)
el compromiso académico hace referencia a la predisposición que
los estudiantes tienen a participar de manera activa en la vida universitaria, asistiendo a las
clases, entregando los trabajos a tiempo y siguiendo las instrucciones de los docentes. Existe
evidencia que demuestra que el compromiso académico predice positivamente el éxito de los
estudiantes. Por esta razón, es que su evaluación cobra gran relevancia para el ámbito educativo universitario a la hora de diseñar prácticas pedagógicas que estimulen el compromiso
de los alumnos. El objetivo del presente trabajo fue adaptar y validar la versión del University
Student Engagement Inventory (USEI) al español, contemplando diferencias lingüísticas y culturales de tres países hispanohablantes. Método: participaron 921 estudiantes universitarios de
España, Argentina y Uruguay. Se aplicó el USEI que consta de 15 afirmaciones agrupadas en tres
dimensiones de compromiso: conductual, cognitivo, emocional. Resultados: después de que
tres traductores realizaran la adaptación lingüística del instrumento, nueve jueces expertos
analizaron el contenido de los ítems y conservaron como resultado la totalidad de los reactivos. Más adelante, se analizó y verificó la estructura interna del instrumento —análisis factorial
confirmatorio, validación cruzada, invarianza factorial, consistencia interna—, y también se
obtuvo adecuada evidencia de validez externa concurrente entre las dimensiones del USEI y
los enfoques de aprendizaje. Conclusión: se obtuvo una versión en español del USEI con adecuadas propiedades psicométricas que puede ser empleado en el ámbito de aplicación con el
propósito de identificar el compromiso académico de los estudiantes y proponer acciones
orientadas a mejorar sus aprendizajes.
Abstract: Academic engagement refers to the predisposition that students must actively participate in university life, attending classes, turning in work on time, and following teachers’ instructions. There is evidence that shows that academic engagement positively predicts student success. For this reason, its evaluation is of great relevance for university education when designing pedagogical practices that stimulate student engagement. The aim of this study was to adapt and validate the University Student Engagement Inventory (USEI) into Spanish, considering linguistic and cultural differences in three Spanish-speaking countries. Methods: 921 university students from Spain, Argentina and Uruguay participated in the study. The USEI, which consists of 15 statements grouped into three dimensions of engagement -behavioral, cognitive, emotional- was administered. Results: After three translators made the linguistic adaptation of the instrument, nine expert judges analyzed the content of the items, retaining as a result the totality of the items. Subsequently, the internal structure of the instrument was analyzed and verified -confirmatory factor analysis, cross-validation, factorial invariance, internal consistency-. Adequate evidence of concurrent external validity between USEI dimensions and learning approaches was also obtained. Conclusion: A Spanish version of the USEI was obtained with adequate psychometric properties that can be used in the field of application with the purpose of identifying students’ academic engagement and proposing actions aimed at improving their learnings.
Abstract: Academic engagement refers to the predisposition that students must actively participate in university life, attending classes, turning in work on time, and following teachers’ instructions. There is evidence that shows that academic engagement positively predicts student success. For this reason, its evaluation is of great relevance for university education when designing pedagogical practices that stimulate student engagement. The aim of this study was to adapt and validate the University Student Engagement Inventory (USEI) into Spanish, considering linguistic and cultural differences in three Spanish-speaking countries. Methods: 921 university students from Spain, Argentina and Uruguay participated in the study. The USEI, which consists of 15 statements grouped into three dimensions of engagement -behavioral, cognitive, emotional- was administered. Results: After three translators made the linguistic adaptation of the instrument, nine expert judges analyzed the content of the items, retaining as a result the totality of the items. Subsequently, the internal structure of the instrument was analyzed and verified -confirmatory factor analysis, cross-validation, factorial invariance, internal consistency-. Adequate evidence of concurrent external validity between USEI dimensions and learning approaches was also obtained. Conclusion: A Spanish version of the USEI was obtained with adequate psychometric properties that can be used in the field of application with the purpose of identifying students’ academic engagement and proposing actions aimed at improving their learnings.
Description
Keywords
University Student Engagement Inventory Adaptación al español Estudiantes universitarios Propiedades psicométricas evaluación psicológica University Student Engagement Inventory Spanish adaptation university students Psychometric properties Psychological assessment
Citation
Freiberg-Hoffmann, A., Romero-Medina, A., Curione, K., & Marôco, J. (2022). Adaptación y validación transcultural al español del University Student Engagement Inventory. Revista Latinoamericana de Psicología, 54, 187–195. https://doi.org/10.14349/rlp.2022.v54.21
Publisher
Konrad Lorenz Editores