Publication: Autopercepción del nivel de desarrollo de la competencia de Aprender a Aprender en el contexto universitario:
propuesta de un instrumento de evaluación
Authors
Muñoz-San Roque, Isabel ; Martín-Alonso, José Francisco ; Prieto-Navarro, Leonor ; Urosa-Sanz, Belén
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo se enmarca en el Proyecto de Investigación de la Universidad Pontificia Comillas denominado EDUCOMPET. El artículo presenta el proceso de diseño y de validación de
una escala para medir la autopercepción del nivel de desarrollo de la competencia de aprender a
aprender en estudiantes universitarios. La integración de las competencias clave a nivel europeo
requiere de una fundamentación teórica sólida que sustente la adecuación de los instrumentos
para su medida. En este trabajo se propone una estructura del constructo desde la perspectiva
de la autorregulación. La estructura se centra en tres dimensiones: gestión del aprendizaje,
autoevaluación del proceso de aprendizaje y autoconocimiento como aprendiz. Se ha aplicado el
instrumento a una muestra de 458 estudiantes universitarios. Se realizaron análisis exploratorios
y confirmatorios para validar el modelo teórico del que se partía y se obtuvo una fiabilidad e
índices de ajuste adecuados para justificar la validez del instrumento.
This paper is part of a research project at the Universidad Pontificia Comillas de Madrid called EDUCOMPET. This article describes the process involved in designing and validating a scale to measure the self-perception among college students of the development of the learning to learn competence. Key competences are one of the most important facts in European education politics and require a solid theoretical foundation that supports the evaluation instruments. In this paper, the structure of the construct comes from the theory of self-regulation. The structure focuses on three dimensions: learning management, self-assessment and self-learning process as an apprentice. The instrument has been applied to a sample of 458 college students. Exploratory and confirmatory analysis were conducted to validate the theoretical model and reliability indices, and the suitability of the structural model was determined to justify the validity of the instrument.
This paper is part of a research project at the Universidad Pontificia Comillas de Madrid called EDUCOMPET. This article describes the process involved in designing and validating a scale to measure the self-perception among college students of the development of the learning to learn competence. Key competences are one of the most important facts in European education politics and require a solid theoretical foundation that supports the evaluation instruments. In this paper, the structure of the construct comes from the theory of self-regulation. The structure focuses on three dimensions: learning management, self-assessment and self-learning process as an apprentice. The instrument has been applied to a sample of 458 college students. Exploratory and confirmatory analysis were conducted to validate the theoretical model and reliability indices, and the suitability of the structural model was determined to justify the validity of the instrument.
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Citation
Revista de Investigación Educativa, V. 34, N. 2, 2016
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