Generalización de la fiabilidad del inventario de patrones de aprendizaje de estudiantes en Educación Superior: Consistencia según territorios, edades y versiones
DOI:
https://doi.org/10.30827/relieve.v31i2.32715Palabras clave:
procesos de aprendizaje, fiabilidad, Educación Superior, autorregulaciónResumen
El modelo teórico de patrones de aprendizaje y el Inventario de Patrones de Aprendizaje de Estudiantes (ILS) han tenido un impacto relevante, impulsando investigación internacional en diferentes territorios. Este estudio metanalítico tiene como objetivo resumir la evidencia disponible en Web of Science, Scopus, PsycINFO, ERIC y Google Scholar, sobre la fiabilidad de las puntuaciones del ILS en estudiantes de Educación Superior (ES). Se sintetizaron coeficientes alfa a través de modelos de efectos aleatorios y se analizó la influencia de las variables moderadoras con regresión ponderada y meta-ANOVA. Se incluyeron diferentes tipos de estudios primarios con estudiantes de ES y educación secundaria superior, excluyendo revisiones y estudios cualitativos. Los resultados de 46 aplicaciones del ILS proporcionaron 698 coeficientes alfa. Los coeficientes de fiabilidad combinados variaron de α=.55 ("interés personal") a α=.83 ("procesamiento profundo"). Los análisis de moderación revelaron que la edad de los participantes, el territorio y la versión del ILS afectaron la fiabilidad de las concepciones y la orientación del aprendizaje, más que de las estrategias de procesamiento y regulación. Los hallazgos respaldan el uso del ILS en diferentes territorios, indican algunas áreas de mejora para subescalas y contextos de aplicación específicos, y destacan la posibilidad de adaptarlo a otros contextos. Se discute la relevancia de identificar los componentes analizados por el ILS por su utilidad en la mejora de las estrategias de aprendizaje y enseñanza. No obstante, el informe incompleto de detalles clave del reduce la precisión y la claridad de los análisis de moderación.
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Derechos de autor 2025 Anna Ciraso-Calí, J.Reinaldo Martínez-Fernández, Laura B. García-Ravidá, Antonio Vega-Martínez, Carla Quesada-Pallarès, Jan D. Vermunt
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