Keywords
Autogestión, Construcción, Conocimiento, Transferencia, Self-management, Construction, Knowledge, Transfer
La competencia para aprender en la universidad argentina
Abstract
El propósito de esta investigación fue 1) validar la escala Competencia para Aprender de la Universidad de Deusto-Bilbao (Villardón-Gallego et al., 2013), 2) conocer el desarrollo de esta competencia en una muestra de estudiantes universitarios argentinos (n = 940; 61% mujeres). Se testeó el modelo de cuatro factores interrelacionados propuesto originalmente para la escala: autogestión del aprendizaje, construcción del conocimiento, conocimiento personal como aprendiz y transferencia del conocimiento (17 ítems). Se realizó un análisis factorial confirmatorio y los resultados obtenidos replicaron el modelo original en estudiantes argentinos. Los índices de bondad de ajuste obtenidos fueron muy buenos (GFI = ,98; AGFI = ,98; SRMR = ,04) y permiten validar la estructura factorial de la escala para estudiantes universitarios argentinos, replicándose estos resultados en varones (GFI = ,98; AGFI = ,97; SRMR = ,05) y mujeres (GFI = ,98; AGFI = ,97; SRMR = ,05). Los valores de consistencia interna de las subescalas oscilaron desde .53 a .77. No se hallaron diferencias en las competencias para aprender entre los varones y las mujeres
The purpose of this research was 1) to validate the University of Deusto-Bilbao's Competence to Learn scale (Villardón-Gallego et al., 2013), 2) to know the development of this competence in a sample of Argentine university students (n = 940; 61% female). The model of four interrelated factors originally proposed for the scale was tested: self-management of learning, knowledge construction, personal knowledge as a learner and knowledge transfer (17 items). A confirmatory factor analysis was performed and the results obtained replicated the original model in Argentinean students. The goodness-of-fit indices obtained were very good (GFI = ,98; AGFI = ,98; SRMR = ,04) and allow us to validate the factor structure of the scale for Argentine university students, replicating these results in males (GFI = ,98; AGFI = ,97; SRMR = ,05) and females (GFI = ,98; AGFI = ,97; SRMR = ,05). The internal consistency values of the subscales ranged from .53 to .77. No differences were found in learning competences between malesand females
The purpose of this research was 1) to validate the University of Deusto-Bilbao's Competence to Learn scale (Villardón-Gallego et al., 2013), 2) to know the development of this competence in a sample of Argentine university students (n = 940; 61% female). The model of four interrelated factors originally proposed for the scale was tested: self-management of learning, knowledge construction, personal knowledge as a learner and knowledge transfer (17 items). A confirmatory factor analysis was performed and the results obtained replicated the original model in Argentinean students. The goodness-of-fit indices obtained were very good (GFI = ,98; AGFI = ,98; SRMR = ,04) and allow us to validate the factor structure of the scale for Argentine university students, replicating these results in males (GFI = ,98; AGFI = ,97; SRMR = ,05) and females (GFI = ,98; AGFI = ,97; SRMR = ,05). The internal consistency values of the subscales ranged from .53 to .77. No differences were found in learning competences between malesand females
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Materias, derechos, colecciones e identificadores
URI / Handle
http://hdl.handle.net/11531/93083Rights
Creative Commons Reconocimiento-NoComercial-SinObraDerivada España