Cuestionario de metas situadas,ajuste y validación transculturalcomparación entre estudiantes colombianos y españoles

  1. Abello, Diana 1
  2. Alonso-Tapia , Jesús 2
  3. Panadero, Ernesto 3
  1. 1 Universidad Europea de Canarias, España
  2. 2 Universidad Autónoma de Madrid, España
  3. 3 Dublin City University, Ireland
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Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2023

Volumen: 21

Número: 61

Páginas: 667-692

Tipo: Artículo

DOI: 10.25115/EJREP.V21I61.6811 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Resumen

Introducción. Elobjetivo de esta investigación es ajustar y validar el Cuestionario de Metas Situadas para los estudiantes colombianos de educación superior y comparar los resultados con los obtenidos previamente en población española.Método.Participaron un total de 500 estudiantes de la Facultad de Educación de la Universidad Nacional Pedagógica de Colombia. Se realizaron cuatro Análisis Factoriales Confirmatorios para identificar la validez factorial del Cuestionario: 1) modelo original con una submuestra 2) análisisde validación cruzada del modelo original entre dos submuestras, 3) análisis multigrupo entre las dos fases principales de la carrera 4) análisis multigrupo entre la muestra colombiana y española. Para identificar la validez predictiva se realizaron seis análisis de regresión utili-zando la nota final de la clase como variable predictiva.Resultados.Como resultado, el cuestionario ajustado muestra buenos valores de ajuste y con-fiabilidad. El deseo de aprender predice positivamente el desempeño, mientras que el deseo de pasar lo afecta negativamente.La principal diferencia entre estudiantes españoles y colombia-nos es que los primeros tienen una relación más significativa entre el deseo de aprobar en la orientación al desempeño.Discusión y conclusión: El SGQ-U es una herramienta que facilita a los profesores información sobre el impacto que tienen sus actividades en las metas de logro específicasque sus adoptan, reconociendo que estos difieren en el grado en que se da esta influencia. Estos resultados mues-tran la importancia que los docentes reflexionen sobre las actividades que seleccionan y usan en el aula en pro de favorecer las metas de aprendizaje de los estudiantes

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