Diseño y validación de una escala para medir la percepción docente sobre autoeficacia para la inclusión de estudiantes con discapacidad (PDED) en educación superior

• Cebreros Valenzuela, Daniela ^[1] ; Durand Villalobos, Juan Pablo ; Valdés Cuervo, Angel Alberto ^[2]
  1. [1] Universidad de Sonora

     Universidad de Sonora

     México

     
  2. [2] Instituto Tecnológico de Sonora

     Instituto Tecnológico de Sonora

     México

     
• Localización: PSICUMEX, ISSN-e 2007-5936, Nº. 13, 2023 (Ejemplar dedicado a: Psicumex Journal (January - December 2023)), págs. 1-29
• Idioma: español
• DOI: 10.36793/psicumex.v13i1.536
• Títulos paralelos:
  • Design and Validation of a Scale to Measure Teacher Perception of Self-Efficacy to Include Students with Disabilities (PDED) in Higher Education
• Enlaces
  • Texto completo
• Resumen
  • español

    Los docentes desempeñan un papel esencial en la inclusión educativa de estudiantes universitarios con discapacidad. El presente estudio se propuso diseñar y examinar las propiedades psicométricas de una escala para medir la Percepción Docente de Autoeficacia para la Inclusión de Estudiantes con Discapacidad (PDED). Participaron 426 docentes (Medad = 46.8 años, DE = 11.4) de cinco universidades públicas mexicanas. Los resultados del análisis factorial confirmatorio evidencian un buen ajuste del modelo unidimensional de medida propuesto a los datos. Se constató la invariancia de medida de la escala en docentes de ambos sexos. Las relaciones positivas entre los puntajes de la PDED con las actitudes y el apoyo social de docentes a estudiantes con discapacidad demuestran la validez concurrente de la escala. Se concluyó que la PDED es una escala psicométricamente robusta para medir la percepción docente de autoeficacia para la inclusión de estudiantes universitarios con discapacidad.

  • English

    Teachers play an essential role in the academic inclusion of higher education students with disabilities. The present study proposed designing and examining the psychometric properties of the Teacher Perception of Self-Efficacy to Include Disability Students (PDED) scale. Four hundred twenty-six teachers (Mage = 46.8 years, SD = 11.4) from five public universities of Sonora participated in the study. The confirmatory factor analysis results confirm the goodness-of-fit of the one-dimensional measurement model. The measurement invariance of the scale was verified in both sexes. The positive relation between PDED scores with teachers' attitudes and the social support provided by teachers to students with disabilities demonstrates the concurrent validity of the scale. We concluded that the PDED is a psychometrically robust instrument to measure teachers' self-efficacy for including university students with disabilities.

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