El compromiso académico es de interés en educación superior debido a su contribución en el aprendizaje y el logro académico, y su relación inversa respecto de la alienación y el abandono de los estudios. Los objetivos del presente trabajo fueron a) adaptar el University Student Engagement Inventory para su uso en estudiantes de ingeniería chilenos y b) evaluar las propiedades psicométricas del instrumento en esta población. Se realizó un estudio que incluyó 774 estudiantes de ingeniería pertenecientes a 14 áreas disciplinares. Se efectuó una adaptación lingüística y cultural del instrumento al contexto chileno. Se evaluaron modelos de primer y segundo orden, y un modelo bifactorial, además de evaluar la Validez de Criterio. Se observó evidencia que respalda una estructura unidimensional en este instrumento. A partir de estos resultados es posible concluir la utilidad del instrumento en la población de estudio.
Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene this phenomenon. The objective of the present study was to evaluate a predictive model for university dropout intention that considers the relationships between social and academic variables during the first university semester of 2020. The research was conducted using a cross-sectional associative-predictive design, with a convenience sampling (n = 711) due to the restrictions of the pandemic period. The results showed a good fit of the proposed hypothetical model that explained 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging and, through it, engagement. Previous academic performance predicted early academic performance and, through it, engagement. The set of variables predicted the intention to quit through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.
Background: Satisfaction with Life Scale (SWLS) is the most widely used instrument to assess subjective wellbeing in different populations. Aim: The purpose of the present investigation was to evaluate the psychometric properties and the factorial invariance of the SWLS in Latino immigrants living in Chile, Spain, and the United States. Method: A total of 662 participants over the age of 18 and who have lived in the host country for more than a year participated. Results: The results provide evidence of good internal consistency through Cronbach's alpha and McDonald's omega. Also, there is evidence for the unifactorial structure of the instrument through confirmatory factor analysis and its invariance at the configural, metric, and scalar.Conclusions: It is concluded that SWLS is an invariant and reliable measure to study life satisfaction in Latino immigrants in western countries.
El objetivo de este estudio fue analizar la planificación y uso del tiempo académico asincrónico de estudiantes universitarios de carreras del área de educación, psicología e ingeniería. La muestra (n=73) fueron estudiantes que pertenecen al 15% de los mejores promedios de nota de su grupo en condiciones de pandemia COVID-19. Se utilizó un registro de planificación semanal del estudio que permite obtener información respecto de las variables de: propósito del estudio, actividad de estudio, asignaturas que estudia y uso del tiempo semanal asincrónico. Los resultados mostraron que las actividades de estudio que predominan son: lectura, elaboración de información y organización de información. Se advierte poco tiempo para la preparación del estudio y poca autorregulación en la etapa de disposición al estudio. El promedio de horas de estudio asincrónicas fue de 2,9 horas al día. En conclusión, se sugiere orientar el trabajo de docencia online hacía la inclusión de estrategias de evaluación formativa, planificación y gestión del tiempo.
Success in teaching depends on the proper development of teaching and evalua tion. Being innovation a key competence to train competent professionals in a globalized, complex and dynamic world, it is necessary to have a valid and reliable tool to measure the effects on student learning. The purpose of this research was to obtain the psychometric properties of (i)BQ in Chilean university students. Probabilistic sampling was carried out for convenience with university students of different undergraduate courses. 118 students from a Chilean university participated, distributed in 55.7 % of men and 44.3 % of women in engineering, architecture, psychology, medicine, journalism and kinesiology. A Confirmatory Factor Analysis of the instrument was carried out to test two models with conceptual and statistical potential. To do this, the goodness of the fit of the models, factor loads and correlation between factors were evaluated, in addition to their conceptual adjustment. In addition, the reliability of the instrument was evaluated (Cronbach's Alpha and McDonald's Omega index). The 4-factor factorial model showed better indexes of adjustment, correlation between factors and reliability than the original 5-factor model. All indexes were adequate and exceeded all limits recommended by the literature. It is possible to conclude the usefulness of the questionnaire to measure competition in innovation in this type of population. Its utility is projected to measure this competence in a global way and disaggregated by each skill, characteristic that will allow to evaluate and stimulate those aspects that need to be emphasized in the classroom context.
El objetivo de este trabajo fue analizar los estudios que miden el efecto de la ludificación de la enseñanza en la motivación de estudiantes de pregrado de Educación Superior. Se realizó una revisión sistemática de artículos empíricos con diseño experimental y cuasi-experimental, publicados entre los años 2016 y 2021 en las bases de datos Web of Science (WoS), Scopus y SciELO. Se encontraron 223 estudios, de los cuales 12 cumplieron con todos los criterios de inclusión. Los resultados indicaron que existe una mayor cantidad de estudios que sugieren que la incorporación de ludificación en la enseñanza tiene un efecto en el aumento de la motivación. Solo una cantidad menor de estudios no reportaron mejoras en la motivación, lo cual podría ser resultado del diseño de la ludificación.
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