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

作者

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

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

关键词:

学习投入, 跨文化适应, 验证, 小学, 工具

摘要

针对学生学习投入的研究在教育领域内引起了非常大的研究兴趣。虽然也有不同声音提出将第四维度，个人动因也融入到建构中，但现有科学文献一致认为该量表是一个拥有三个维度，即行为、情感及认知投入的多因素建构。撇开国际范围的研究进步，在西班牙，我们仍然缺少用以测量小学教育的有效工具。因此，该研究的主要目标是对小学教育学习投入的这一重要工具进行跨文化适应及验证。在经过一系列的适应过程后，通过该量表对由西班牙阿尔瓦塞特省6所学校的527名小学三年级至六年级的学生（其中54.3%为男生，45.7%为女生）组成的样本进行分析。在可行模型的基础上进行验证性因素分析得到最合适的因素结构和信度。结果表明同三个维度相比，个人动因维度的模型有更高的拟合度，是最合适的选择。研究证实小学生学习投入量表在测量西班牙三到六年级小学生学习行为方面是有效且值得信赖的工具。

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##submission.authorBiographies##

##submission.authorWithAffiliation##

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.

##submission.authorWithAffiliation##

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.

##submission.authorWithAffiliation##

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.

##submission.authorWithAffiliation##

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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