Análisis psicométrico y datos normativos de la UWES en adolescentes peruanos

Sergio Dominguez-Lara; Benigno Peceros-Pinto; Sharon Centeno-Leyva; Sabina N.  Valente; Abílio A. Lourenço; Alberto  Quistgaard-Alvarez; Mercedes Patricia Morales-Velasquez

doi:10.22235/cp.v16i2.2908

Authors

Sergio Dominguez-Lara Universidad de San Martín de Porres https://orcid.org/0000-0002-2083-4278
Benigno Peceros-Pinto Universidad de San Martín de Porres https://orcid.org/0000-0002-4865-3874
Sharon Centeno-Leyva Innova Scientific https://orcid.org/0000-0001-6827-6749
Sabina N. Valente Centro de Investigação em Educação e Psicologia da Universidade de Évora y Centro de Investigação para a Valorização de Recursos Endógenos do Instituto Politécnico de Portalegre, Portugal https://orcid.org/0000-0003-2314-3744
Abílio A. Lourenço Universidade do Minho https://orcid.org/0000-0001-6920-0412
Alberto Quistgaard-Alvarez Universidad Privada San Juan Bautista https://orcid.org/0000-0002-1731-6787
Mercedes Patricia Morales-Velasquez Universidad Privada San Juan Bautista https://orcid.org/0000-0002-3135-4464

DOI:

https://doi.org/10.22235/cp.v16i2.2908

Keywords:

academic engagement, adolescents, validity, reliability, test norms

Abstract

Academic engagement is a relevant characteristic to predict successful academic trajectories and school performance; however, there is a lack of validated instruments in Peru for its evaluation. Therefore, the objective of this study was to analyze the psychometric properties of the Utrecht Work Engagement Scale – 9S (UWES-9S) in Peruvian adolescents: internal structure, measurement invariance, association with academic self-efficacy, reliability, and norms. A total of 868 school adolescents (51.728% women; M_age = 14.263; SD_age = 1.430) from six schools in the Constitutional Province of Callao (central coast of Peru) were evaluated. In addition to the UWES-9S, the Specific Perceived Self-Efficacy Scale for Academic Situations was used as a measure of self-efficacy. The results show that the UWES-9S is unidimensional and invariant between men and women, although three items were eliminated, resulting in a new version: UWES-6S. Likewise, the association with academic self-efficacy was moderate (r > .50) and norms were obtained for men and women separately. In addition, the reliability indices were satisfactory for both the scores (alpha coefficient and average inter-item correlation) and the construct (omega coefficient > .80). It is concluded that the UWES-6S has adequate psychometric properties for its application in Peruvian adolescents.

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