Indicadores Psicométricos R-PSQ-2F Universitarios Colombianos

• Omaira Paguay Escobar ^[1] ; Alba Lucia Meneses Báez ^[2] ; Daniel Gonzalez Lomelí ^[3]
  1. [1] Universidad Pedagógica y Tecnológica de Colombia

     Universidad Pedagógica y Tecnológica de Colombia

     Colombia

     
  2. [2] Universidad del Bosque, Colombia
  3. [3] Universidad de Sonora de México

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• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 1, Nº 79, 2026, págs. 49-63
• Idioma: español
• DOI: 10.21865/RIDEP79.1.04
• Títulos paralelos:
  • Psychometric Indicators RPSQ-2F for Colombian University Students
• Enlaces
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• Resumen
  • español

    El objetivo de este estudio fue adaptar lingüística y culturalmente el Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) y evaluar sus propiedades psicométricas en 417 universitarios colombianos (58.3 % mujeres; M=18.99; DE=2.56). Se aplicaron análisis factoriales confirmatorios (AFC) con el estimador ULSMV para comparar diferentes modelos de estructura. El modelo de dos factores correlacionados (enfoque profundo y superficial) mostró el mejor ajuste (χ²/gl=2.51; CFI=.954; TLI=.948; RMSEA=.060; SRMR=.060).

    La consistencia interna fue satisfactoria (α y ω>.80) y la invarianza factorial por sexo se confirmó en todos los niveles. En cuanto a la validez concurrente, el enfoque profundo se asoció con estrategias de autorregulación motivacional y el superficial con creencias epistemológicas ingenuas. El R-SPQ-2F constituye así un instrumento válido, confiable y culturalmente pertinente para la investigación y evaluación educativa en población universitaria colombiana.

  • English

    This study aimed to linguistically and culturally adapt the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and examine its psychometric properties in 417 Colombian university students (58.3% female;

    M=18.99; SD=2.56). Confirmatory factor analyses (CFA) using the ULSMV estimator tested competing models of internal structure. The two-factor correlated model (deep and surface approaches) provided the best fit (χ²/df=2.51; CFI=.954; TLI=.948; RMSEA=.060; SRMR=.060). Internal consistency was satisfactory (α and ω>.80), and measurement invariance across gender was supported at all levels. Regarding concurrent validity, the deep approach was positively associated with motivational self-regulation strategies, whereas the surface approach was linked to naïve epistemological beliefs. These results support the R-SPQ-2F as a valid, reliable, and culturally appropriate instrument for assessing learning approaches in Colombian higher education.

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