Rúbricas de evaluación, aprendizaje y bienestar académico en la universidad: un estudio en Neurofisioterapia desde el modelo de demandas-recursos en el estudio
Agencias de apoyo
- Vice-rectorado de Ocupación y Programas Formativos de la Universidad de Valencia
Resumen
El desarrollo de habilidades manuales es fundamental en titulaciones de ciencias de la salud. Partiendo del modelo de Demandas-Recursos en el Estudio (DRE), se analiza cómo valora el estudiantado de Fisioterapia un conjunto de rúbricas de evaluación dirigidas a facilitar la adquisición de habilidades manuales en Neurofisioterapia, su relación con su engagement y burnout académico, satisfacción y resultados de aprendizaje. Participan 218 estudiantes (edad media 21,4 años) de una gran universidad española. Se analiza la relación y capacidad predictiva de tres conjuntos de variables (sociodemográficas, DRE, engagement y burnout académico) sobre la satisfacción y resultados académicos en la materia mediante análisis de correlación y regresiones jerárquicas múltiples. El estudiantado valora muy positivamente la utilidad de las rúbricas para aprender las habilidades implicadas, cuestión relevante dada su amplitud, especificidad y complejidad. Las variables DRE se correlacionan con el engagement-burnout, la satisfacción y resultados académicos. Se constata la validez predictiva e incremental de los diferentes bloques de variables sobre ambos criterios, especialmente del engagement y burnout académico. Los resultados enfatizan la utilidad de las rúbricas para promover el aprendizaje y satisfacción académica del estudiantado, así como el papel determinante del engagement y burnout académico sobre el bienestar, funcionamiento psicológico y resultados de aprendizaje.
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Derechos de autor 2025 Rafael García-Ros, Maria-Arantzazu Ruescas-Nicolau, Natalia Cezón-Serrano, M. Luz Sánchez-Sánchez
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