PROPIEDADES PSICOMÉTRICAS DE LA ESCALA DE COMPROMISO ACADÉMICO VERSIÓN ABREVIADA (UWESS-9) EN ESTUDIANTES ECUATORIANOS
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Ajayu
Abstract
Las altas tasas de deserción en universitarios, obligan a proponer nuevas formas de evaluación y análisis de variables que permitirían que un individuo disfrute de su estudio. Para evaluar el nivel de compromiso que un estudiante puede generar frente a un reto académico, la Psicología Positiva propone el constructo de Compromiso o Engagement Académico. Se ha encontrado una relación positiva del compromiso académico con otros resultados académicos como el rendimiento escolar, la tasa de aprobación y la deserción escolar, así como con variables psicológicas como la satisfacción con la vida, emociones positivas y burnout. El objetivo de este trabajo es analizar las propiedades psicométricas de la Escala de Compromiso Académico UWESS-9 en estudiantes universitarios ecuatorianos. Se analizó el funcionamiento de la Escala en 202 estudiantes (20% mujeres y 80% hombres). Se realizó un Análisis Factorial Confirmatorio donde se encontró un buen ajuste en un modelo de tres factores correlacionados: vigor, dedicación y absorción. Se encontró que no existen diferencias significativas en los puntajes en la comparación entre hombres y mujeres, además la escala mostró ser invariante según el género. A la vez se encontró una correlación positiva con satisfacción con la vida, y negativa con deseabilidad social. La UWESS-9 presentó una alta confiabilidad (α = 0,91). Se concluye que la escala es apropiada para medir el compromiso académico en estudiantes universitarios ecuatorianos.
The high drop-out rates in university students make it necessary to propose new forms of evaluation and analysis of variables that would allow an individual to enjoy their study. To evaluate the level of engagement that a student can generate in the face of an academic challenge, Positive Psychology proposes the Academic Engagement construct. It has been found a positive relationship of academic engagement with other academic results such as school performance, approval rate and dropout rates, as well as with psychological variables such as satisfaction with life, positive emotions and burnout. The objective of this work is to analyze the psychometric properties of the Utrech's Work Engagement Scale for Students brief version (UWESS - 9) in Ecuadorian university students. The functioning of the Scale was analyzed in 202 students (20% women and 80% men). A Confirmatory Factor Analysis was performed where a good fit was found in a model of three correlated factors: vigor, dedication and absorption. It was found that there are no significant differences in the scores in the comparison between men and women, in addition the scale showed to be invariant according to gender. At the same time a positive correlation was found with satisfaction with life, and negative with social desirability. The UWESS-9 presented high reliability (α = 0.91). It is concluded that the scale is appropriate to measure academic engagement in Ecuadorian university students.
The high drop-out rates in university students make it necessary to propose new forms of evaluation and analysis of variables that would allow an individual to enjoy their study. To evaluate the level of engagement that a student can generate in the face of an academic challenge, Positive Psychology proposes the Academic Engagement construct. It has been found a positive relationship of academic engagement with other academic results such as school performance, approval rate and dropout rates, as well as with psychological variables such as satisfaction with life, positive emotions and burnout. The objective of this work is to analyze the psychometric properties of the Utrech's Work Engagement Scale for Students brief version (UWESS - 9) in Ecuadorian university students. The functioning of the Scale was analyzed in 202 students (20% women and 80% men). A Confirmatory Factor Analysis was performed where a good fit was found in a model of three correlated factors: vigor, dedication and absorption. It was found that there are no significant differences in the scores in the comparison between men and women, in addition the scale showed to be invariant according to gender. At the same time a positive correlation was found with satisfaction with life, and negative with social desirability. The UWESS-9 presented high reliability (α = 0.91). It is concluded that the scale is appropriate to measure academic engagement in Ecuadorian university students.
Description
Vol. 18, No. 1