The dimensional validation of the Student Engagement Questionnaire (SEQ) with a Spanish university population. Students’ capabilities and the teaching-learning environment

• Gargallo, Bernardo ^[1] ; Suárez-Rodríguez, Jesús M. ^[1] ; Almerich, Gonzalo ^[1] ; Verde, Irene ^[1] ; Cebrià i Iranzo, Maria Àngels ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 34, Nº. 3, 2018, págs. 519-530
• Idioma: inglés
• DOI: 10.6018/analesps.34.3.299041
• Títulos paralelos:
  • Validación del cuestionario SEQ en población universitaria española. Capacidades del alumno y entorno de enseñanza/aprendizaje
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    En este trabajo se validó el cuestionario SEQ (Study Engagement Questionnaire) de Kember y Leung (2009) en una muestra española. Es un instrumento diseñado para realizar una evaluación conjunta de los procesos de enseñanza-aprendizaje en la universidad y devolver feed-back a los profesores y a las instituciones para la mejora de estos procesos. Se utilizó una muestra de 805 sujetos de tres universidades valencianas. El cuestionario evalúa diversas capacidades del alumno así como la capacidad del profesor para diseñar un entorno de aprendizaje idóneo para aprender. Ha tenido varias versiones hasta conseguir una estabilidad notable en sus dimensiones (variables latentes) y en las relaciones entre las variables que contempla. Mediante análisis factorial confirmatorio se ha corroborado la estructura propuesta por los autores así como las relaciones entre las variables involucradas. El instrumento parece, pues, adecuado para ser utilizado en muestras españolas para el propósito para el que fue diseñado.

  • English

    In this work, the SEQ (Student Engagement Questionnaire - Kember & Leung, 2009) was validated with a Spanish sample. This instrument is designed to make a joint assessment of teaching-learning processes at university and to provide feedback to teachers and institutions to improve these processes. A sample of 805 subjects from three Valencian universities was used. The questionnaire assesses the capabilities of several students, and the teacher’s ability to design an adequate learning environment. Several versions have been developed until its dimensions (latent variables), and the relations between the involved variables, achieve high degree of stability. A confirmatory factor analysis corroborated the structure proposed by the authors and the relations between the involved variables. Hence the instrument seems suitable to be used in Spanish samples for the proposal it was designed for.

• Referencias bibliográficas
  • Alonso, C., Gallego, D. y Honey, P. (1995). Los estilos de aprendizaje. Procedimientos de diagnóstico y mejora. Bilbao: Ediciones Mensajero.
  • Biggs, J. (1987a). Students Approaches to Learning and Studying. Melbourne: Australian Council for Educational Research.
  • Biggs, J. (1987b). Study Process Questionnaire (SPQ). Hawthorn: Australian Council for Educational Research.
  • Biggs, J. (1988). Approaches to Learning ant to Essay Writing. In R. Schmeck (Ed.), Learning Strategies and Learning Styles (pp. 185-228)....
  • Biggs, J., Kember, D. y Leung, D.Y.P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2. British Journal of Educational...
  • Byrne, B.M. (2006). Structural equation modelling with EQS. Basic Concepts, Aplications and Programing. London: Lawrence Erlbaum Associates....
  • Cohen, J., Cohen, P., West, S. G. & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences....
  • Corno, L. (1994). Implicit teachings and self-regulated learning. Comunicación presentada en el Annual Meeting of the American Educational...
  • Crocker, J.C. y Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart and Winston.
  • Cronbach, L. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16 (3), 297-334. doi: 10.1007/BF02310555
  • Entwistle, N., Hanley, M. y Hounsell, D.J. (1979). Identifying distinctive approaches to studying, Higher Education, 8, 365-380. doi: 10.1007/BF01680525
  • Entwistle, N., McCune, V. y Hounsell, J. (2003). Investigating ways of enhancing university teaching-learning environments: Mesasuring students’...
  • Entwistle, N. y Peterson, E. (2004). Learning styles and approaches to studying. En Ch. Spielberger (Ed.), Encyclopedia of Applied Psycology,...
  • Entwistle, N. y Ramsden, P. (1983). Understanding Student Learning. Londres: Croom Helm.
  • Gargallo, B. (2008): Estilos de docencia y evaluación de los profesores universitarios y su influencia sobre los modos de aprender de sus...
  • Gargallo, B., Garfella, P.R., Pérez, C. y Fernández, A. (2010). Modelos de enseñanza y aprendizaje. Ponencia presentada en el XXIX Seminario...
  • Gargallo, B., Suárez, J., Garfella, P. R. y Fernández, A. (2011): El cuestionario CEMEDEPU. Un instrumento para la evaluación de la metodología...
  • Gargallo, B., Suárez-Rodríguez, J. y Pérez-Pérez, C., C. (2009). El cuestionario CEVEAPEU. Un instrumento para la evaluación de las estrategias...
  • Gow, L. y Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology,...
  • Hair, J. F., Black, W. C., Babin, B. J., and Anderson, R. E. (2010). Multivariate Data Analysis (Seventh edition). Prentice Hall: Upper Saddle...
  • Honey, P. y Mumford, A. (1982) Manual of Learning Styles London: P Honey.
  • Jöreskog, K. G., Sörbom, D., Du Toit, S. y Du Toit, M. (1999). LISREL 8: New statistical features. Chicago: Scientific Software International.
  • Jornet, J. M. y Suárez, J. M. (1996). Pruebas estandarizadas y evaluación del rendimiento: usos y características métricas. Revista de Investigación...
  • Kember, D. y Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65(1),...
  • Kember, D. y Kwan, K-P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science,...
  • Kember, D. y Leung, D. (2005a). The influence of active learning experiences on the development of graduate capabilities, Studies in Higher...
  • Kember, D. y Leung, D. (2005b). The influence of the teaching and learning environment on the development of generic capabilities needed for...
  • Kember, D. y Leung, D. (2009). Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment...
  • Kember, D. y Leung, D. (2011). Disciplinary differences in student ratings of teaching quality. Research in Higher Education, 52, 278-299....
  • Kember, D., Leung, D. y Ma, R. (2007). Characterizing learning environments capable of nurturing generic capabilities in higher education....
  • Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2nd ed.). New York: Guilford.
  • Kolb, D. (1976). The Learning Style Inventory: Technical Manual. Boston: McBer and Company.
  • Kolb, D. (1984). Experimental Learning. Englewood Cliffs, NJ: Prentice-Hall.
  • Marton, F. (1983). Beyond individual differences, Educational Psychology, 3, 289-304. doi: 10.1080/0144341830030311
  • Marton, F. y Säljö, R. (1976a). On qualitative differences in learning: I. Outcome and process, Journal of Educational Psychology, 46, 4-11....
  • Marton, F. y Säljö, R. (1976b). On qualitative differences in learning: II. Outcome as a function of the learner’s conception of the task,...
  • Marton, F. (1981). Phenomenography-Describing conceptions of the world around us. Instructional Science, 10, 177-200. doi: 10.1007/BF00132516
  • Monereo, C. (1997). La construcción del conocimiento estratégico en el aula, en Mª.L. Pérez Cabaní, La enseñanza y el aprendizaje de estrategias...
  • Monereo, C. y Badía, A (2013) Aprendizaje estratégico y tecnologías de la información y la comunicación: una revisión crítica. Teoría de la...
  • Pascarella, E.T. y Terenzini, P.T. (1991). How college affects sutdents: findings and insights form twenty years of research. San Francisco:...
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. En M. Boekaerts, P. Pintrich y M. Zeidner (Eds.), Handbook...
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology...
  • Raykov, T. (2004). Point and interval estimation of reliability for multiple-component measuring instruments via linear constraint covariance...
  • Pintrich, P. R., Smith, D. A. F. García, T. y Mackeachie, W.J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire...
  • Popham, J. (1990). Modern educational measurement. Boston, MA: Allyn and Bacon. Ramsden, P. (1991). A performance indicator of teaching quality...
  • Raykov, T. (2001). Testing multivariable covariance structure and means hypotheses via structural equation modeling. Structural Equation Modeling,...
  • Satorra, A., y Bentler, EM. (1994). Corrections to test statistics and standard enors in covariance structure analysis. In A. von Eye y C.C....
  • Tait, H., Entwistle, N. J., y McCune, V. (1998). ASSIST: A Reconceptualisation of the Approaches to Studying Inventory. In C. Rust (Ed.),...
  • Trigwell, K. y Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher...
  • Trigwell, K. y Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16 (4), 409-424....
  • Trigwell, K., Prosser, M. y Waterhouse, F. (1997). Relations between Teachers’ Approaches to Teaching and Students’ Approaches to Learning....
  • Trillo, F. y Méndez, R.Mª. (1999). Modelos de enseñanza de los profesores y enfoques de aprendizaje de los estudiantes: un estudio sobre su...
  • Vermunt, J.D. (1994). Inventory of Learning Styles (ILS). Tilburg, The Netherlands: Tilburg University, Department of Educational Psychology.
  • Weinstein, C. E. (1987). LASSI User’s Manual. Clearwater, FL: HyH and Publishing Company.
  • Weinstein, C.E., Acee, T.W. y Jung, J. (2011). Self-Regulation and Learning Strategies. New directions for teaching and learning, 126, 45-53....
  • Weinstein, C.E., Husman, J. y Dierking, D. (2002). Self-Regulation Interventions with a focus on learning strategies. En M. Boekaerts, P.R....
  • Yip, M.C.W. (2012). Learning strategies and self-efficacy as predictors of academic performance: a preliminary study. Quality in Higher Education,...
  • Zimmerman, B.J. (1986). Becoming a self-regulated learner: Which are the key sub-processes? Contemporary Educational Psychology, 11, 307-313.
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41, 64-70. doi: 10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects....