Adaptación españoña de la escala de aproximación de las tareas (HAS)
Resumen
El modo en que los estudiantes abordan sus tareas escolares tiene importantes consecuencias para el aprendizaje y rendimiento académico. El objetivo del presente estudio fue examinar la validez y fiabilidad de la Homework Approach Scale (HAS) en estudiantes españoles del último ciclo de Educación Primaria (5º y 6º EP) y de los dos ciclos de Educa-ción Secundaria Obligatoria –ESO-(1º a 4º ESO). El interés de este estu-dio radica en que la escala HAS fue diseñada con estudiantes de China, pero no ha sido validada en otros contextos que pueden diferir culturalmente, como España. En el estudio participaron 1.024 alumnos del norte de España (Principado de Asturias). Los resultados indicaron que para una población occidental HAS también identifica dos factores: un enfoque profundo y un enfoque superficial (a la hora de trabajar sobre los deberes). La relación entre ambos enfoques fue significativa y negativa. La estructura HAS fue invariante para género y curso. Los resultados confirman las relaciones entre la orientación motivacional, el enfoque de estudio y el rendimiento académico (aunque sólo parcialmente si observamos la relación entre la orientación motivacional y el enfoque de studio). Encontramos que un enfoque profundo, aunque principalmente vinculado a una orientación motivacional hacia el aprendizaje, también estaba vinculado a una orientación al desempeño. Sin embargo, el uso preferencial de un enfoque superficial sólo fue promovido por una orientación hacia objetivos de desempeño. En conclusión, parece que estar motivado preferentemente hacia el aprendizaje es un factor protector frente al uso de un enfoque superficial a la hora de trabajar en los deberes.
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Derechos de autor 2025 Natalia Suárez, José Carlos Núñez, Jianzhong Xu, Fuyi Yang, Xela Fernández
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