Escala de factores estructurales de la clase: una medida para evaluar características de la clase relacionadas con las metas académicas de los estudiantes

Autores/as

DOI:

https://doi.org/10.22199/S07187475.2011.0003.00005

Palabras clave:

Metas de aprendizaje, factores estructurales de la clase, Learning goals, structural factors of classroom,

Resumen

El presente estudio presenta los resultados psicométricos de la escala para evaluar los factores estructurales de la clase propuestos por Ames (1992) relacionados con la adquisición por parte de los estudiantes de Metas de Dominio. La muestra estuvo compuesta por 275 estudiantes universitarios de 1º a 4º años de carreras de Ingeniería y Periodismo. El instrumento obtuvo una alta consistencia interna y el análisis factorial mostró una estructura coherente con la propuesta teórica. Finalmente la existencia de correlaciones significativas con la orientación de metas de Dominio se transforma en importantes evidencias de validez convergenteThis study presents the results of psychometric scale to assess the structural factors of lassroom proposed by Ames (1992) related to the acquisition by students of mastery goals. The sample of 275 college students from 1st to 4th year of Engineering and Journalism. The instrument had a high internal consistency and factor analysis showed a structure consistent with the theoretical proposal. Finally, the existence of significant correlations with mastery goals orientation becomes strong evidence of convergent validity

Citas

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Publicado

2016-11-21

Cómo citar

Calderón Carvajal, C., & Casu, G. (2016). Escala de factores estructurales de la clase: una medida para evaluar características de la clase relacionadas con las metas académicas de los estudiantes. Salud & Sociedad, 2(3), 285-296. https://doi.org/10.22199/S07187475.2011.0003.00005

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