Características Psicométricas de la Escala de Estrategias Afectivas en el Proceso de Aprendizaje (EEAA) Article Swipe
Lourdes Villardón-Gallego
,
Concepción Yániz Álvarez de Eulate
·
YOU?
·
· 2017
· Open Access
·
· DOI: https://doi.org/10.25115/ejrep.34.14095
YOU?
·
· 2017
· Open Access
·
· DOI: https://doi.org/10.25115/ejrep.34.14095
Introducción. Entre las estrategias afectivas como forma de afrontar estados afectivos vinculados al proceso de aprendizaje se incluyen aquellas orientadas al control de emociones y las enfocadas a la motivación; ambas influyen directa o indirectamente en el rendimiento. El objetivo de esta investigación fue diseñar un instrumento para medir las estrategias afectivas utilizadas por los estudiantes universitarios durante el proceso de aprendizaje coherente con el concepto de estrategia de tipo afectivo y con el modelo teórico presentado.Método. Un total de 487 estudiantes universitarios de distintas titulaciones respondieron a la Escala de Estrategias Afectivas de Aprendizaje y a la Escala de Competencia para aprender. Para la validación del instrumento se realizaron diferentes técnicas y análisis tales como juicio de expertos, análisis factorial confirmatorio, análisis de fiabilidad y correlaciones.Resultados. Se ha validado un instrumento de 37 item para medir las Estrategias Afectivas basado en un modelo teórico formado por cinco factores: Evitación de Esfuerzo, Imagen Social, Motivación Intrínseca, Control de Ansiedad Externo y Control de Ansiedad Interno. Todos los factores están correlacionados menos el factor Evitación de Esfuerzo que no se relaciona con Control de Ansiedad Interno y apenas se relaciona con Motivación. Es preciso seguir avanzando en el modelo y en el instrumento para mejorar el ajuste. Las correlaciones de esta escala de Estrategias Afectivas y sus dimensiones con la escala y con las dimensiones de la Competencia para Aprender avalan la validez de criterio del instrumento. Los datos confirman que la Motivación Intrínseca y el Control de Ansiedad correlacionan de forma positiva y moderada con la Autogestión del Aprendizaje, mientras que la Evitación del Esfuerzo no se relaciona con ninguna dimensión de la Competencia para Aprender.Conclusiones. Se propone incidir en el uso de estrategias afectivas adaptativas y sustituir, en la medida de lo posible, las estrategias negativas por alternativas más eficaces para aprender.
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- Landing Page
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- http://ojs.ual.es/ojs/index.php/EJREP/article/download/1642/2091
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- OpenAlex ID
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https://doi.org/10.25115/ejrep.34.14095Digital Object Identifier
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Características Psicométricas de la Escala de Estrategias Afectivas en el Proceso de Aprendizaje (EEAA)Work title
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articleOpenAlex work type
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esPrimary language
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2017Year of publication
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2017-12-04Full publication date if available
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Lourdes Villardón-Gallego, Concepción Yániz Álvarez de EulateList of authors in order
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https://doi.org/10.25115/ejrep.34.14095Publisher landing page
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diamondOpen access status per OpenAlex
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3Total citation count in OpenAlex
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2021: 1, 2020: 1, 2018: 1Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.afectivas | 4, 51, 284 |
| abstract_inverted_index.afectivos | 10 |
| abstract_inverted_index.análisis | 113, 119, 122 |
| abstract_inverted_index.aprender. | 102, 302 |
| abstract_inverted_index.avanzando | 194 |
| abstract_inverted_index.coherente | 62 |
| abstract_inverted_index.confirman | 238 |
| abstract_inverted_index.distintas | 84 |
| abstract_inverted_index.emociones | 23 |
| abstract_inverted_index.enfocadas | 26 |
| abstract_inverted_index.expertos, | 118 |
| abstract_inverted_index.factores: | 148 |
| abstract_inverted_index.factorial | 120 |
| abstract_inverted_index.negativas | 296 |
| abstract_inverted_index.relaciona | 179, 188, 267 |
| abstract_inverted_index.técnicas | 111 |
| abstract_inverted_index.Evitación | 149, 173, 262 |
| abstract_inverted_index.diferentes | 110 |
| abstract_inverted_index.dimensión | 270 |
| abstract_inverted_index.estrategia | 67 |
| abstract_inverted_index.fiabilidad | 124 |
| abstract_inverted_index.orientadas | 19 |
| abstract_inverted_index.realizaron | 109 |
| abstract_inverted_index.sustituir, | 287 |
| abstract_inverted_index.utilizadas | 52 |
| abstract_inverted_index.vinculados | 11 |
| abstract_inverted_index.Aprendizaje | 94 |
| abstract_inverted_index.Competencia | 100, 226, 273 |
| abstract_inverted_index.Estrategias | 91, 138, 212 |
| abstract_inverted_index.Intrínseca | 242 |
| abstract_inverted_index.Motivación | 154, 241 |
| abstract_inverted_index.adaptativas | 285 |
| abstract_inverted_index.aprendizaje | 15, 61 |
| abstract_inverted_index.dimensiones | 216, 223 |
| abstract_inverted_index.estrategias | 3, 50, 283, 295 |
| abstract_inverted_index.estudiantes | 55, 81 |
| abstract_inverted_index.instrumento | 46, 107, 131, 201 |
| abstract_inverted_index.validación | 105 |
| abstract_inverted_index.Aprendizaje, | 258 |
| abstract_inverted_index.Autogestión | 256 |
| abstract_inverted_index.Intrínseca, | 155 |
| abstract_inverted_index.Motivación. | 190 |
| abstract_inverted_index.alternativas | 298 |
| abstract_inverted_index.instrumento. | 235 |
| abstract_inverted_index.motivación; | 29 |
| abstract_inverted_index.rendimiento. | 37 |
| abstract_inverted_index.respondieron | 86 |
| abstract_inverted_index.titulaciones | 85 |
| abstract_inverted_index.correlacionan | 248 |
| abstract_inverted_index.correlaciones | 207 |
| abstract_inverted_index.Introducción. | 0 |
| abstract_inverted_index.confirmatorio, | 121 |
| abstract_inverted_index.indirectamente | 34 |
| abstract_inverted_index.investigación | 42 |
| abstract_inverted_index.universitarios | 56, 82 |
| abstract_inverted_index.correlacionados | 169 |
| abstract_inverted_index.presentado.Método. | 76 |
| abstract_inverted_index.Aprender.Conclusiones. | 275 |
| abstract_inverted_index.correlaciones.Resultados. | 126 |
| cited_by_percentile_year.max | 94 |
| cited_by_percentile_year.min | 89 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 2 |
| citation_normalized_percentile.value | 0.80764821 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |