Adaptación y validez del Academic Self-Regulation Questionnaire (SRQ-A)en estudiantes españoles de Primaria

  1. Conesa, Pedro 1
  2. Duñabeitia, Jon Andoni 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2022

Volumen: 20

Número: 57

Páginas: 403-426

Tipo: Artículo

DOI: 10.25115/EJREP.V20I57.6013 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

Introducción. La evaluación de la motivación de los alumnos puede ser una poderosa herramienta para conocer los factores que pueden influir en el ámbito escolar, donde alumnos, familias, profesores, psicólogos o administración pueden desarrollar intervenciones relaciona-das con la mejora del aprendizaje a través del estilo motivacional basado en la Teoría de la Autodeterminación (TAD). El presente estudio pretende ofrecer una versión en español del Academic Self-Regulation Questionnaire(SRQ-A), uno de los instrumentos más usados a nivel mundial para medir la motivación académica. Método. Se realizó un análisis factorial confirmatorio (AFC) en una muestra de 1343 niños/as de primaria de 8 a 13 años. Para analizar la validez divergente, se realizó un análisis de correlación entre el modelo de cuatro factores del SRQ-A y para analizar su fiabilidad, se ejecutó mediante el alfa de Cronbach y el omega de McDonald. También, se testó su invarianza teniendo como referencia el género y el curso. Por ultimo, con el fin de analizar su validez convergente, se realizó una correlación de Pearson de los estilos regulatorios motivacionales con el nivel de satisfacción de las necesidades psicológicas básicas. Resultados. Se mostró una buena validez convergente y discriminante de la versión española reducida del SRQ-A ya que se observó una correlación positiva entre los estilos más auto determinados y el nivel de satisfacción de las necesidades de autonomía, competencia y relación. Un AFC de grupos múltiples mostró que la estructura del modelo de cuatro factores no variaba en función del género o del curso educativo. Discusión y conclusiones. La versión española del SRQ-A demuestra que es un instrumento fiable para medir la motivación académica descrita en la TAD en alumnos de primaria

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