Validación de la escala multifactorial mixta de engagement educativo (EMMEE)

Autores/as

  • Pilar Colás-Bravo University of Seville, Seville (Spain)
  • Salvador Reyes-de-Cózar Loyola University Andalusia, Seville (Spain)
  • Jesús Conde-Jiménez University of Seville, Seville (Spain)
DOI: https://doi.org/10.6018/analesps.338741
Palabras clave: Engagement, Enseñanza universitaria, Validación confirmatoria, Escala, Engagement educativo

Resumen

Actualmente, el engagement educativo se considera uno de los factores más importantes a la hora de predecir un buen aprendizaje por parte de los estudiantes, así como su éxito educativo. Sin embargo, la mayoría de los instrumentos descritos, no incluyen todos los factores clave vinculados al engagement académico: motivaciones, valores, contextos de aprendizaje, estado emocional y estrategias de gestión. El objetivo de este estudio es desarrollar una escala para valorar el nivel de engagement educativo de los estudiantes en Educación Superior (EMMEE) que supere esta limitación. Método: Se realizan análisis factoriales exploratorio y confirmatorio, así como un estudio de la consistencia interna, validez convergente y discriminante en una muestra de 764 estudiantes de la Universidad de Sevilla (España), perteneciente a todas las áreas de saber y los diferentes cursos de grados. Resultados: Se explora y se confirma con muy buen nivel de ajuste una estructura multifactorial de engagement educativo de cinco factores que explican una varianza cercana al 65.78%, con una excelente consistencia interna (α = .91) y con indicios significativos de validez convergente y discriminante. Conclusiones: Se concluye que la EMMEE es un instrumento válido y fiable para medir el nivel de engagement de las aulas, así como mejorar el entendimiento del constructo a través de sus factores.

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Publicado
25-04-2021
Cómo citar
Colás-Bravo, P., Reyes-de-Cózar, S., & Conde-Jiménez, J. (2021). Validación de la escala multifactorial mixta de engagement educativo (EMMEE). Anales de Psicología / Annals of Psychology, 37(2), 287-297. https://doi.org/10.6018/analesps.338741
Número
Sección
Psicología evolutiva y de la educación