Teacher Self-regulation: Validation of Scales in Chile Applied with an Online Technological Tool

• Sáez-Delgado, Fabiola ^[2] ; Mella-Norambuena, Javier ^[3] ; López-Angulo, Yaranay ^[1] ; León-Ron, Verónica ; Contreras-Saavedra, Carolina ^[2]
  1. [1] Universidad de Concepción

     Universidad de Concepción

     Comuna de Concepción, Chile

     
  2. [2] Catholic University of the Santísima Concepción. Concepción, Chile
  3. [3] Federico Santa María Technical University. Concepción, Chile.

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• Localización: Revista Costarricense de Psicología, ISSN 0257-1439, ISSN-e 1659-2913, Vol. 42, Nº. 1, 2023 (Ejemplar dedicado a: Psychology and Social Cognition: Latin American contributions of applied research in the framework of social cognition), págs. 25-43
• Idioma: inglés
• DOI: 10.22544/rcps.v42i01.02
• Títulos paralelos:
  • Autorregulación Docente: Validación de Escalas en Chile Aplicadas con una Herramienta Tecnológica Online
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La autorregulación docente es de gran importancia porque permite un ejercicio profesional organizado y estructurado, además facilita un desempeño exitoso del proceso de enseñanza y aprendizaje, permitiendo al docente monitorear la efectividad de sus prácticas pedagógicas y modelar habilidades de autorregulación en sus estudiantes. El objetivo de este estudio fue adaptar y validar escalas para medir procesos de autorregulación docente en español y con evidencia de su funcionalidad mediante la aplicación de herramientas tecnológicas. El estudio fue cuantitativo, con un diseño instrumental. La muestra estuvo constituida por 204 profesores de Educación Media de Chile. Las escalas fueron adaptadas de la Teacher Self-regulation Scale y sometidas a procedimientos de retrotraducción, entrevistas cognitivas, análisis factorial confirmatorio y análisis de confiabilidad. Los resultados mostraron estimadores adecuados de validez y confiabilidad para las siete escalas correspondientes a establecimiento de metas, interés intrínseco, orientación a metas de desempeño, orientación a metas de dominio, autoinstrucción, control emocional y autoevaluación. En conclusión, las escalas permiten una medición válida y fiable de los procesos de autorregulación de la enseñanza.

  • English

    Teacher self-regulation is of great importance because it allows an organized and structured professional exercise, it also facilitates a successful performance of the teaching and learning process, allowing the teacher to monitor the effectiveness of their pedagogical practices and modeling of self-regulatory skills in students. The objective of this study was to adapt and validate scales to measure teaching self-regulation processes in Spanish and with evidence of its functionality by application of technological tools. The study was quantitative, with an instrumental design. The sample consisted of 204 secondary school teachers in Chile. The scales were adapted from the Teacher Self-regulation Scale and underwent back-translation procedures, cognitive interviews, confirmatory factor analysis, and reliability analyses. The results showed adequate validity and reliability estimators for seven scales corresponding to goal setting, intrinsic interest, performance goal orientation, goal mastery orientation, self-instruction, emotional control, and self-evaluation. In conclusion, the scales allow valid and reliable measurement of teaching self-regulatory processes.

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