Comparación de los modelos formativo, reflexivo y de antecedentes de evaluación estudiantil del servicio de docencia || Comparison of Formative, Reflective, and Antecedents Models of Students Evaluation of Teaching Service

Abstract

Se ha llevado a cabo un analisis comparativo entre un modelo con enfoque de medicion formativo, otro reflexivo y un tercero de antecedentes, de las dimensiones de la calidad de servicio de docencia.Previamente se disenaron instrumentos validos y fiables para la medicion de la calidad de servicio y sus constructos relacionados, a traves de un estudio exploratorio para obtener validez de contenido. Ademas, se llevaron a cabo un analisis factorial exploratorio (AFE) y otro confirmatorio (AFC), para obtener la estructura dimensional adecuada e items relevantes.Usando modelos de estructuras de covarianza (MEC) se comprobo que el modelo de antecedentes, aunque presenta igual poder predictivo, tiene mejores indices de ajuste que los modelos reflexivo y formativo.------------------------------------ A comparative analysis between three measurement models (with formative, reflective, and antecedents approach) has been conducted to measure the dimensions of the teaching service quality.Previously valid and reliable instruments have been designed to measure the service quality and related constructs. An exploratory study has been performed to obtain content validity. Additionally, both exploratory and confirmatory factor analysis (EFA and CFA, respectively) have been conducted to obtain the appropriate dimensional structure and relevant items.Using structural equations modeling (MEC) has been found that the antecedent model, although it has the same predictive power, has better fit indices than reflective and formative models.