Validación del bloque estrategias de aprendizaje del mslq con estudiantes universitarios uruguayos

• Karina Curione ^[1] ; Juan Antonio Huertas ^[2] ; Victor Ortuño ^[1] ; Virginia Gründler ^[3] ; Lucía Píriz ^[1]
  1. [1] Universidad de la República

     Universidad de la República

     Uruguay

     
  2. [2] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  3. [3] Administración Nacional de Educación Pública - Consejo de Educación Secundaria, Uruguay

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• Localización: Revista interamericana de psicología = Interamerican journal of psychology, ISSN 0034-9690, Vol. 53, Nº. 1, 2019, págs. 66-80
• Idioma: portugués
• DOI: 10.30849/rip/ijp.v53i1.908
• Títulos paralelos:
  • Validation of the mslq learning strategies block with uruguayan university students
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Se presenta la validación para población universitaria uruguaya del Bloque Completo de Estrategias de Aprendizaje del Motivated Strategies for Learning Questionnaire (MSLQ) de Pintrich, Smith, García y McKeachie (1991; 1993). Participaron 589 estudiantes de Psicología, 460 mujeres (78%) y 129 hombres (22%), la media de edad es 23.43 años (DT=7.93). Los análisis de correlación bivariada permitieron observar una correlación positiva (r= .08, p≤.05) entre las estrategias de Elaboración y la nota final. También se observa una correlación positiva (r=.11, p≤.01) entre la sub-escala Aprendizaje entre Pares y el rendimiento académico. El Análisis Factorial Confirmatorio permite concluir que el modelo más parsimonioso está compuesto por nueve factores agrupados en un modelo bifactor, esta organización refleja la estructura teórica original

  • English

    The complete learning strategies block validation of the Motivated Strategies Learning Questionnaire (MSLQ) of Pintrich, Smith, García y McKeachie (1991; 1993)for uruguayan university studentsis presented. 589 psychology students participated, 460 were female (78%) and 129 were male (22%), the age average is 23.43 years old (DT=7.93). Bivariate correlations analysis allowed to observe a positive correlation (r= .08, p≤.05) between Elaboration learning strategies and the final mark. A positive correlation is also observed (r=.11, p≤.01) between Peer Learning subscale and academic performance. The confirmatory factor analysis allowed to conclude that the most parsimonious model is composed by nine factors grouped in a bifactor model, this organisation reflects the original theoretical structure

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