Análisis de las propiedades psicométricas del Cuestionario de Estrategias de Autorregulación Motivacional

Agustin Freiberg-Hoffmann; Florencia Anabel Motta; Franco Tisocco; Javier Sánchez-Rosas

doi:10.22235/cp.v19i1.4188

Autores/as

Agustin Freiberg-Hoffmann Universidad de Buenos Aires; Consejo Nacional de Investigaciones Científicas y Técnicas https://orcid.org/0000-0001-8737-1186
Florencia Anabel Motta University of Buenos Aires https://orcid.org/0009-0001-8128-6252
Franco Tisocco University of Buenos Aires https://orcid.org/0000-0002-7888-8033
Javier Sánchez-Rosas Temuco Catholic University https://orcid.org/0000-0002-7669-8981

DOI:

https://doi.org/10.22235/cp.v19i1.4188

Palabras clave:

autorregulación, motivación, estudiantes universitarios, propiedades psicométricas, CEAM

Resumen

La autorregulación motivacional permite a los estudiantes sostener o mejorar su motivación para alcanzar sus metas. Esta autorregulación se relaciona con variables relevantes como el rendimiento académico, el clima de clase y la procastinación académica, entre otras. El Cuestionario de Estrategias de Autorregulación Motivacional (CEAM) operacionaliza el constructo y fue adaptado en Córdoba (Argentina), dividiendo las dimensiones de regulación de metas según las estrategias empleadas sean por aproximación o evitación. Esta investigación propone analizar nuevas evidencias de validez y confiabilidad del CEAM. Participaron 412 estudiantes universitarios de Buenos Aires (Argentina). El análisis de la estructura interna del instrumento mediante análisis factorial confirmatorio (AFC) y el análisis de ecuaciones estructurales exploratorio (ESEM) verificaron el mejor ajuste para el modelo de ocho factores. Luego, un análisis de invarianza factorial entre muestras de estudiantes de Buenos Aires y Córdoba verificó la equivalencia métrica del CEAM. La consistencia interna de las dimensiones fue adecuada (> .70). Seguidamente, el examinen de validez concurrente arrojó correlaciones positivas y significativas con los enfoques de aprendizaje, y negativas con la procastinación académica. También se estimaron normas estadísticas. Este trabajo proporciona nuevas evidencias sobre las propiedades psicométricas del CEAM y baremos que posibilitan su uso e interpretación dentro del campo de aplicación.

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