Propiedades psicométricas del Cuestionario de Evaluación del Conocimiento sobre Estrategias de Autorregulación en universitarios (CEA-U)

  1. Pedro Rosário 1
  2. José Carlos Núñez 2
  3. Rebeca Cerezo 2
  4. Estrella Fernández 2
  5. Paula Solano 2
  6. Natalia Amieiro 2
  1. 1 Universidad do Minho
  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista de Psicología y Educación

ISSN: 1699-9517

Año de publicación: 2019

Volumen: 14

Número: 2

Páginas: 144-156

Tipo: Artículo

DOI: 10.23923/RPYE2019.02.179 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de Psicología y Educación

Objetivos de desarrollo sostenible

Resumen

Se dispone de suficientes instrumentos de evaluación sobre el uso de estrategias de aprendizaje autorregulado por parte de los estudiantes de las diferentes etapas educativas. Sin embargo, no existen instrumentos fiables y válidos que aporten información sobre el grado de conocimiento del estudiante sobre lo que implica un comportamiento autorregulado a la hora de aprender, a pesar de que el nivel del conocimiento previo es un determinante importante de la conducta posterior. Por ello, el objetivo de este estudio fue el análisis de las propiedades psicométricas del Cuestionario de Conocimiento Autorregulatorio (CEA) en estudiantes universitarios (CEA-U). En base a un diseño de medidas repetidas (dos medidas con un intervalo temporal de seis meses) se ha aplicado el instrumento de evaluación a una amplia muestra de estudiantes de las titulaciones de psicología y educación. La validez y la fiabilidad de la escala se estudió por una doble vía: la validez estructural y la predictiva; así como la fiabilidad por consistencia interna y test-retest. Los resultados obtenidos muestran al CEA-U como un instrumento válido y fiable para su utilización con estudiantes universitarios.

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Fuente de los datos: Dialnet