Propiedades psicométricas del Cuestionario de Evaluación del Conocimiento sobre Estrategias de Autorregulación en universitarios (CEA-U)

• Pedro Rosário ^[2] ; José Carlos Núñez ^[1] ; Rebeca Cerezo ^[1] ; Estrella Fernández ^[1] ; Paula Solano ^[1] ; Natalia Amieiro ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] Universidad do Minho
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 14, Nº. 2, 2019, págs. 144-156
• Idioma: español
• DOI: 10.23923/rpye2019.02.179
• Títulos paralelos:
  • Psychometric properties of the Knowledge Evaluation Questionnaire on self-regulation strategies in university students (CEA-U)
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Se dispone de suficientes instrumentos de evaluación sobre el uso de estrategias de aprendizaje autorregulado por parte de los estudiantes de las diferentes etapas educativas. Sin embargo, no existen instrumentos fiables y válidos que aporten información sobre el grado de conocimiento del estudiante sobre lo que implica un comportamiento autorregulado a la hora de aprender, a pesar de que el nivel del conocimiento previo es un determinante importante de la conducta posterior. Por ello, el objetivo de este estudio fue el análisis de las propiedades psicométricas del Cuestionario de Conocimiento Autorregulatorio (CEA) en estudiantes universitarios (CEA-U). En base a un diseño de medidas repetidas (dos medidas con un intervalo temporal de seis meses) se ha aplicado el instrumento de evaluación a una amplia muestra de estudiantes de las titulaciones de psicología y educación. La validez y la fiabilidad de la escala se estudió por una doble vía: la validez estructural y la predictiva; así como la fiabilidad por consistencia interna y test-retest. Los resultados obtenidos muestran al CEA-U como un instrumento válido y fiable para su utilización con estudiantes universitarios.

  • English

    There are enough assessment instruments available on the use of self-regulated learning strategies by the students of the different educational stages. However, there are no reliable and valid instruments that provide information on the student´s level of knowledge about what self-regulated behavior implies when it comes to learning. However, it has repeatedly been proven that the level of prior knowledge is an important determinant of subsequent behavior. Therefore, the aim of this study was the analysis of the psychometric properties of the Self-Regulatory Knowledge Questionnaire (CEA) in university students (CEA-U). Based on a design of repeated measures (two measures with a time interval of six months) the instrument has been applied to a wide sample of students of psychology and education degrees. The validity and reliability of the scale was studied in two ways: structural and predictive validity; as well as reliability for internal consistency and test-retest. The results obtained show the CEA-U as a valid and reliable instrument for use with university students.

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