Validación de la Versión Española de la Escala de Compromiso Académico para Educación Primaria

Antonio Morcillo-Martínez; Álvaro Infantes-Paniagua; Andrés García-Notario; Onofre Ricardo Contreras-Jordán

doi:10.30827/relieve.v27i2.22769

Autores

Antonio Morcillo-Martínez Universidad de Castilla-La Mancha https://orcid.org/0000-0002-8901-5406
Álvaro Infantes-Paniagua Universidad de Castilla-La Mancha https://orcid.org/0000-0002-3552-300X
Andrés García-Notario Universidad Alfonso X El Sabio
Onofre Ricardo Contreras-Jordán Universidad de Castilla La Mancha

DOI:

https://doi.org/10.30827/relieve.v27i2.22769

Palavras-chave:

Compromisso académico, Adaptação transcultural, Validação, Ensino Básico, Instrumento

Resumo

O interesse pelo estudo do compromisso académico do estudante está, atualmente, a aumentar exponencialmente no campo da investigação educativa. Existe um consenso na literatura científica que o considera uma construção multifacetada que consiste em três dimensões: compromisso comportamental, afetivo/emocional e cognitivo; embora tenham surgido outras vozes que defendem a inclusão de um quarto elemento: o compromisso agêntico. Apesar dos progressos feitos a nível internacional, em Espanha, há falta de instrumentos válidos para a sua medição durante o Ensino Básico. Por conseguinte, o objetivo do presente estudo foi realizar uma validação e adaptação transcultural ao contexto espanhol de dois importantes instrumentos para medir o compromisso académico perante o Ensino Básico. Após seguir um processo de adaptação, o instrumento foi administrado a uma amostra de 527 alunos (54,3% rapazes, 45,7% raparigas) do 3.º ao 6.º ano do Ensino Básico de seis escolas da província de Albacete (Espanha). Foram realizadas análises fatoriais confirmatórias, baseadas em diferentes modelos plausíveis para obter a estrutura fatorial mais adequada, e análises de fiabilidade. Os resultados revelaram que os modelos que agrupavam o compromisso agêntico separadamente das outras três dimensões alcançavam melhores níveis de ajuste, sendo esta a opção mais apropriada. O instrumento resultante, a Escala de Compromisso Académico para alunos do Ensino Básico, é válido e fiável para medir esta construção em alunos espanhóis escolarizados entre o 3.º e o 6.º ano do Ensino Básico.

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Biografias Autor

Antonio Morcillo-Martínez, Universidad de Castilla-La Mancha

Estudiante de doctorado en Investigación en Humanidades, Artes y Educación en la facultad de Educación de Albacete, Universidad de Castilla-La Mancha (UCLM). Es Maestro de Educación Primaria y Máster Universitario en Investigación e Innovación educativa (UCLM). Sus líneas de investigación se centran en la medición de factores cognitivos (atención, concentración) asociados a los procesos educativos, compromiso académico, condición y actividad física del alumnado.

Álvaro Infantes-Paniagua, Universidad de Castilla-La Mancha

Doctor en Educación (Universidad de Castilla-La Mancha, UCLM, 2021, FPU16/00082). Es Maestro de Educación Primaria (UCLM), Máster en Investigación e Innovación Educativa (UCLM) y Máster en Formación del Profesorado para alumnos con altas capacidades (UCLM). Ha sido distinguido con el Premio Extraordinario Fin de Carrera en el Grado 2015 y en el Máster 2017. Miembro del grupo de investigación EDAF (UCLM) desde 2017. Es autor de más de 15 publicaciones en revistas y libros nacionales e internacionales. Actualmente, su investigación se centra en las asociaciones entre la actividad física y los resultados relacionados con la educación, el autoconcepto y las altas capacidades.

Andrés García-Notario, Universidad Alfonso X El Sabio

Psicólogo clínico y doctor en el departamento de psicología de la Universidad Alfonso X El Sabio. Cuenta con 25 años de experiencia en la práctica clínica y dirige el departamento universitario de psicología. Sus principales intereses y líneas de investigación se focalizan en el mundo educativo, tanto en el diagnóstico y tratamiento de dificultades de aprendizaje, como en alumnado de altas capacidades.

Onofre Ricardo Contreras-Jordán, Universidad de Castilla La Mancha

Doctor en Derecho (Universidad de Castilla-La Mancha, UCLM, 1992). Profesor del área de Didáctica de la Expresión Corporal de la Universidad de Castilla-La Mancha desde el año 2000. Profesor de Educación Primaria por la Universidad de Murcia (1976). Licenciado en Educación Física por la Universidad Politécnica de Madrid (1984). Licenciado en Derecho (UNED, 1984). Ha sido director del Departamento de Educación Física, Educación Artística y Música durante 19 años. Investigador principal del reconocido grupo de investigación Enseñanza del Deporte y la Actividad Física (EDAF). Ha participado en 33 proyectos de investigación (como colaborador o IP). Es director de un máster propio dirigido a la Formación del Profesorado para alumnos con altas capacidades. Autor de más de 124 artículos publicados en revistas nacionales e internacionales, de los cuales 48 han sido publicados en revistas indexadas en JCR (seis Q1 en JCR y un Q1 en SJR).

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