Evaluación de las propiedades psicométricas del Cuestionario de Autorregulación Académica (SRQ-A) en estudiantes universitarios chilenos

Jorge Vergara-Morales; Montserrat Rodríguez-Vera; Milenko Del Valle

doi:10.22235/cp.v16i2.2837

Autores/as

Jorge Vergara-Morales Universidad de Las Américas https://orcid.org/0000-0003-3655-813X
Montserrat Rodríguez-Vera Universidad de Playa Ancha https://orcid.org/0000-0003-0356-8526
Milenko Del Valle Universidad de Antofagasta https://orcid.org/0000-0003-3739-1001

DOI:

https://doi.org/10.22235/cp.v16i2.2837

Palabras clave:

motivación académica, teoría de la autodeterminación, análisis factorial confirmatorio, análisis factorial multigrupo

Resumen

Introducción: La teoría de la autodeterminación representa un marco para comprender los factores que facilitan la motivación académica, constructo relevante para los contextos educativos. Uno de los instrumentos más utilizados para medir el constructo es el cuestionario de autorregulación académica (SRQ-A), pero se carece de antecedentes psicométricos sobre la evaluación de este modelo de medida en su versión en español. Objetivo: Evaluar la estructura factorial, consistencia interna y validez del cuestionario de autorregulación académica (SQR-A) en una muestra de estudiantes universitarios chilenos. Método: Los participantes fueron 808 estudiantes de dos universidades chilenas. El modelo de medida se evaluó mediante análisis factorial confirmatorio (AFC). La validez y confiabilidad se evaluaron mediante la varianza media extraída y la fiabilidad compuesta. Resultados: Los resultados muestran que el modelo de medida de cuatro factores presenta niveles de ajuste adecuados, además de niveles adecuados de validez y consistencia interna. Conclusión: La versión en español del SQR-A constituye una medida útil para ser aplicada en contextos de educación superior.

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