Validation of the mixed multifactor scale of educational engagement (MMSEE)

• Colás-Bravo, Pilar ^[1] ; Reyes-de-Cózar, Salvador ^[2] ; Conde-Jiménez, Jesús ^[1]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Loyola University Andalusia, Seville (Spain)
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 37, Nº. 2 (May - September), 2021, págs. 287-297
• Idioma: varios idiomas
• DOI: 10.6018/analesps.338741
• Títulos paralelos:
  • Validación de la escala multifactorial mixta de engagement educativo (EMMEE)
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Actualmente, el engagement educativo se considera uno de los factores más importantes a la hora de predecir un buen aprendizaje por parte de los estudiantes, así como su éxito educativo. Sin embargo, la mayoría de los instrumentos descritos, no incluyen todos los factores clave vinculados al engagement académico: motivaciones, valores, contextos de aprendizaje, estado emocional y estrategias de gestión. El objetivo de este estudio es desarrollar una escala para valorar el nivel de engagement educativo de los estudiantes en Educación Superior (EMMEE) que supere esta limitación. Método: Se realizan análisis factoriales exploratorio y confirmatorio, así como un estudio de la consistencia interna, validez convergente y discriminante en una muestra de 764 estudiantes de la Universidad de Sevilla (España), perteneciente a todas las áreas de saber y los diferentes cursos de grados. Resultados: Se explora y se confirma con muy buen nivel de ajuste una estructura multifactorial de engagement educativo de cinco factores que explican una varianza cercana al 65.78%, con una excelente consistencia interna (α = .91) y con indicios significativos de validez convergente y discriminante. Conclusiones: Se concluye que la EMMEE es un instrumento válido y fiable para medir el nivel de engagement de las aulas, así como mejorar el entendimiento del constructo a través de sus factores.

  • English

    Today, educational engagement is considered one of the most important factors in predicting good student learning and educational success. However, most of the instruments described do not include all the key factors linked to academic engagement: motivations, values, learning contexts, emotional state and management strategies. The aim of this study is to develop a scale to assess the level of educational engagement in Higher Education students (MMSEE) that overcomes this limitation. Methods: Exploratory and confirmatory factorial analyses, as well as a study of internal consistency, convergent and discriminant validity, were carried out on a sample of 764 students from the University of Seville (Spain), belonging to all areas of knowledge and different degree courses. Results: A multifactorial structure of educational engagement with five factors that explain a variance close to 65.78%, with an excellent internal consistency (α = .91) and with significant indicators of convergent and discriminant validity is explored and confirmed with a very good level of adjustment. Conclusions: It is concluded that MMSEE is a valid and reliable instrument to measure the level of engagement of classrooms, as well as to improve the understanding of the construct through its factors.

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