Cuestionario de metas situadas, ajuste y validación transcultural: comparación entre estudiantes colombianos y españoles.
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| Title: | Cuestionario de metas situadas, ajuste y validación transcultural: comparación entre estudiantes colombianos y españoles. |
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| Alternate Title: | Situated goals questionnaire transcultural adjustment and validation: comparison between Colombian and Spanish students. |
| Authors: | Abello, Diana1 dabello@pedagogica.edu.co, Alonso-Tapia, Jesús2, Panadero, Ernesto3 |
| Source: | Electronic Journal of Research in Educational Psychology. dic2023, Vol. 21 Issue 61, p667-692. 52p. |
| Abstract (English): | Introduction. This research aims to adjust and validate the Situated Goals Questionnaire to the Colombian higher education population and compare the results with those obtained previously in the Spanish population Method. A total of 500 university students from the Faculty of Education of the National Pedagogic University of Colombia participated. Four Confirmatory Factor Analysis were made to identify the factorial validity of the Situated Goal Questionnaire for the University population: 1) original model with a subsample 2) original model cross-validation analysis between two subsamples, 3) multi-group analysis between the two main phases of career 4) multi-group analysis between Colombian and Spain sample. Six regression analyses using the class's final grade as a predictive variable were made to identify predictive validity. Results. As a result, the adjusted questionnaire has good fit and reliability values. The aspects that predicts performance is the desire to learn positively; whereas, the desire to pass the class affects it negatively. The main difference between Colombian and Spanish students is that the former have a more significant relationship with the desire to pass in the performance orientation. Discussion and Conclusion. SGQ-U is a good tool for teachers to identify the activities and their impact. The type of academic task the teacher uses in the classroom influences the student' specific goals. Besides, the students differ also in their sensitivity to different academic tasks. These differences show that it is essential to consider how teachers select and use academic tasks in the classroom [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción. El objetivo de esta investigación es ajustar y validar el Cuestionario de Metas Situadas para los estudiantes colombianos de educación superior y comparar los resultados con los obtenidos previamente en población española. Método. Participaron un total de 500 estudiantes de la Facultad de Educación de la Universidad Nacional Pedagógica de Colombia. Se realizaron cuatro Análisis Factoriales Confirmatorios para identificar la validez factorial del Cuestionario: 1) modelo original con una submuestra 2) análisis de validación cruzada del modelo original entre dos submuestras, 3) análisis multigrupo entre las dos fases principales de la carrera 4) análisis multigrupo entre la muestra colombiana y española. Para identificar la validez predictiva se realizaron seis análisis de regresión utilizando la nota final de la clase como variable predictiva. Resultados. Como resultado, el cuestionario ajustado muestra buenos valores de ajuste y confiabilidad. El deseo de aprender predice positivamente el desempeño, mientras que el deseo de pasar lo afecta negativamente. La principal diferencia entre estudiantes españoles y colombianos es que los primeros tienen una relación más significativa entre el deseo de aprobar en la orientación al desempeño. Discusión y conclusión: El SGQ-U es una herramienta que facilita a los profesores información sobre el impacto que tienen sus actividades en las metas de logro específicas que sus adoptan, reconociendo que estos difieren en el grado en que se da esta influencia. Estos resultados muestran la importancia que los docentes reflexionen sobre las actividades que seleccionan y usan en el aula en pro de favorecer las metas de aprendizaje de los estudiantes. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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