Propiedades psicométricas de la “Escala rasgo de metaconocimiento de los estados emocionales” para medir inteligencia emocional en estudiantes peruanos

Ruiz, Percy; Cunza-Aranzábal, Denis; White, Michael; Zúñiga, Dámaris Quinteros; Jaimes-Soncco, Jania; Morales-García, Wilter

doi:10.51668/bp.8322207s

Cited by 1 publication

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“…The Kaiser-Meyer-Olkin (KMO) value was calculated to determine factorability, indicating that values close to 1 are factorable, with a recommended KMO value >0.5 and a Bartlett's test of sphericity value of p < 0.05 (Kaiser, 1974;Tabachnick and Fidell, 2019). The estimator used was unweighted least squares or minimum residual, with direct Oblimin rotation, and the cutoff point for factor loadings was set at 0.3 as reported by various authors (Kline, 2016;Ventura-León et al, 2018;Ruiz et al, 2022). The EFA was determined with a sample of 408 participants.…”

Section: Discussionmentioning

confidence: 99%

Validation of a Spanish version of the Foreign Language Classroom Anxiety Scale in Peruvian secondary education students

Quispe-Sanca,

Arteta-Sandoval,

Quispe-Sanca

et al. 2024

Front. Educ.

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BackgroundAnxiety in learning foreign languages is a global phenomenon that impacts students’ academic performance, with English being a critical language in secondary education. The Foreign Language Classroom Anxiety Scale (FLCAS) has been widely used to assess this anxiety. However, the need to validate and adapt the scale for specific cultural contexts remains a priority in educational research.ObjectiveTo assess the validity and reliability of a Spanish version of the FLCAS among a sample of Peruvian secondary education students, in order to better understand the structure of language learning anxiety in this context.MethodsA total of 818 students from four public educational institutions in southern Peru participated. An instrumental design was used, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of convergent, divergent validity, and measurement invariance by gender.ResultsThe EFA recommended a four-factor model that explained 32% of the total variance. Subsequent CFA adjusted this model to 24 items with optimal fit indices (CFI = 0.969; RMSEA = 0.045). The reliability of the factors was acceptable (α > 0.70 for all factors). Convergent and divergent validity was confirmed through significant correlations with related constructs (Fear of Negative Evaluation and Enjoyment of Foreign Language). Gender invariance analysis indicated that the scale is equally applicable to men and women.ConclusionThe Spanish version of the FLCAS is a valid and reliable tool for assessing foreign language classroom anxiety among Peruvian secondary education students. This study contributes to the field of language teaching by providing evidence of the cultural applicability of the FLCAS in the Peruvian context, thus facilitating more effective pedagogical interventions to address language learning anxiety.

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