Credibilidad docente y engagement académico en estudiantes tradicionales y no tradicionales de Ciencias de la Educación

• Manuel de-Besa Gutiérrez ^[1] ; Facundo Peña Froment ^[2] ; Javier Gil Flores ^[3]
  1. [1] Universidad de Cádiz

     Universidad de Cádiz

     Cádiz, España

     
  2. [2] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
  3. [3] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     

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• Localización: Revista de educación, ISSN 0034-8082, Nº 400 (Abril-Junio), 2023 (Ejemplar dedicado a: Construcción de políticas y generación de conocimiento en educación), págs. 323-345
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2023-400-580
• Títulos paralelos:
  • Teacher credibility and learner engagement in traditional and nontraditional education university students
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La credibilidad docente y el engagement académico son factores asociados al desempeño y al rendimiento académico del alumnado universitario. En el caso del alumnado no tradicional, definidos como aquellos que se incorporan a la universidad con más de 24 años o compaginan estudios y trabajo, credibilidad docente y engagement académico son factores que resultan especialmente relevantes para su integración y permanencia en la universidad. Con este trabajo se pretende describir la percepción de credibilidad docente y el engagement académico del alumnado no tradicional, y compararlos con estos mismos rasgos en el alumnado tradicional. Se ha contado con una muestra de 483 estudiantes, de los cuales 353 eran estudiantes tradicionales y 130 estudiantes no tradicionales.

    Se aplicaron la Escala de Credibilidad en Profesores Universitarios y la Escala de Engagement en el Aula, cuya validez de constructo y fiabilidad han sido valoradas mediante análisis factorial confirmatorio y el cálculo de alfa de Cronbach. El análisis se ha apoyado en estadísticos descriptivos y en el contraste de medias a través del análisis multivariante de la varianza. Los resultados muestran en el alumnado no tradicional niveles altos de credibilidad docente percibida y algo menores en engagement. Además, se constata una superioridad del alumnado no tradicional en todas las dimensiones de credibilidad (competencia, buena voluntad y confianza) y en el engagement agéntico. Las diferencias en engagement cognitivo, conductual y afectivo no son significativas. Los resultados llevan a reflexionar sobre la importancia de estas variables para el éxito del alumnado no tradicional en la universidad y permiten derivar recomendaciones prácticas para favorecerlo.

  • English

    Teacher credibility and learner engagement are factors associated with academic performance of university students. In the case of nontraditional students, defined as those who join the university over 24 years old or combine studies and work, teacher credibility and learner engagement are factors that are especially relevant for their integration and permanence in the university. The aim of this study was to describe nontraditional students' perceptions of teacher credibility and their learner engagement and compare them with these same traits in traditional students. The sample included 483 students, of which 353 were traditional students and 130 nontraditional students. They were administered the Credibility Scale in University Professors and the Classroom Engagement Scale. The construct validity and reliability have been assessed through confirmatory factor analysis and the calculation of Cronbach's alpha. The analysis has been supported by descriptive statistics and the contrast of means through the multivariate analysis of variance. The results show high levels of perceived teacher credibility in nontraditional students, although lower levels of learner engagement. In addition, a superiority of nontraditional students is confirmed in all dimensions of teacher credibility (competence, goodwill and trustworthiness) and in agentic engagement. The differences in cognitive, behavioral and affective engagement are not significant. The results lead us to reflect on the importance of these variables for the success of nontraditional students at university and allow us to derive practical recommendations to support it.

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