Validación de un instrumento de medición de factores contextuales relacionados con el compromiso escolar

• Juan-José Navarro ^[1] ; Ximena de-Toro ^[2] ; Laura Lara ^[3] ; Mahia Saracostti ^[4]
  1. [1] Universidad de Zaragoza

     Universidad de Zaragoza

     Zaragoza, España

     
  2. [2] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
  3. [3] Universidad Autónoma de Chile

     Universidad Autónoma de Chile

     Temuco, Chile

     
  4. [4] Universidad de Valparaíso

     Universidad de Valparaíso

     Valparaíso, Chile

     

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• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 2, Nº 59, 2021, págs. 109-124
• Idioma: español
• DOI: 10.21865/RIDEP59.2.09
• Títulos paralelos:
  • Validation of an instrument that measures contextual factors related to school engagement
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  • Texto completo (pdf)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Los factores contextuales pueden tener una incidencia significativa en la configuración de la trayectoria educativa, así como en la construcción del compromiso escolar. El objetivo del presente estudio consistió en validar un instrumento de medición de factores contextuales que pueden incidir en el compromiso escolar que niños, niñas y adolescentes tienen con sus estudios. La escala fue aplicada a 403 estudiantes de enseñanza básica/primaria y media/secundaria. El proceso de validación contempló análisis de homogeneidad y análisis factoriales exploratorios realizados con la mitad de la muestra. Se extrajeron 18 ítems, agrupados en tres factores contextuales (familias, profesorado y pares). Esta estructura fue confirmada con la segunda mitad de la muestra mediante análisis factorial confirmatorio. El modelo de tres factores correlacionados presentó buenos niveles de ajuste a los datos y una adecuada confiabilidad. Se discute la incidencia de estos factores contextuales sobre el compromiso escolar y sobre factores de riesgo de desescolarización

  • English

    Contextual factors can have a significant impact on the configuration of the educational trajectory, as well as on the construction of school engagement. The objective of this study was to validate an instrument for measuring contextual factors that can influence the school engagement that children and adolescents have with their studies. The scale was applied to 403 students of basic/primary and middle/secondary education.

    The validation process included homogeneity analysis and exploratory factor analysis, carried out with half of the sample. Eighteen items were extracted, grouped into three contextual factors (families, teachers and peers). This structure was confirmed with the second half of the sample by confirmatory factor analysis. The model of three correlated factors presented good levels of fit to the data and adequate reliability. The incidence of these contextual factors on school engagement and on risk factors for dropping out of school is discussed.

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